One of the big challenges for the teaching and learning process is to organize this
process in an interdisciplinary way, avoinding, whenever necessary and possible, the
fragmentation of education. Think mathematics teaching in an interdisciplinary way
requires, first, reflect on the formation of the teacher who teaches mathematics in the
early years of schooling and the pedagogical didactic conditions that are made
possible in their daily routine at school. In the way, this research aims to investigate to
propose an interdisciplinary didactic organization built from a textual genre poem, from
de perspective of improving the mathematical and linguist literacy process of students
in the literacy cycle (2nd grade of elementary school). Thus, the research context was
a class of the 2nd year of elementary school of a school of the municipal network of São
Francisco do Pará. In addition to the research, the class teacher and students
participated in the study. The insertion in the research space, the organization of the
didactic sequence and the development of the practices occurred during the second
semester of 2018. The research methodology is structured in a qualitative approach of
the participant research type. The research was based on the theory of didactic
sequences for mother tongue teaching and on the perspective of interdisciplinary
mathematics teaching. For the construction of information were used photographic
records of activities performed by students. The didactic sequence was organized in
an interdisciplinary perspective with the text as the integrative link of the proposed
activities. As a result of the research, an educational product was organized with
theoretical and methodological orientations on mathematics teaching from the
perspective of interdisciplinary and an interdisciplinary didactic sequence for students
of the 2nd grade elementary school.
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