The investigation was a survey of the practice itself, carried out during 2019, with a class from the
Elementary School from a public school in the city of Belém-PA. In the study, I assume the roles of
teacher and researcher, and fulfill the objective of analyzing teaching experiences in the teaching
practice itself, reflecting on literacy and mathematical literacy activities. The qualitative approach of
investigation of the practice itself was added to the perspectives of literacies defended to reach the
proposed objective. Twenty-eight students from an Elementary class under my responsibility in 2019
participated in the research. The methodological procedures included studies of basic research
references; class records in a field diary with audio recording, photographic records and document
analysis, which were articulated in a reflective report of the actions developed that included diagnoses
of knowledge about mathematics and written language at the beginning of the school year and the
proposal of organization of the classes through Didactic Sequences (DS) of which I highlighted one
involving the poem genre “Balada para uma rima personalizada” and that made possible the analysis
and reflections. The results point to the power of narratives that give rise to and enhance my role as a
literacy teacher-researcher in the mediation of knowledge in the classroom and demonstrate the
understanding of the complex and contradictory act of teaching and learning mathematics and mother
tongue, from the perspective of literacy with appreciation of the mathematical and linguistic strategies
in the written records of the students, which reveal representations about this knowledge. This led me
to rethink ways of relating to mathematics and of conducting teaching in my didactic proposals, with
the creation of strategies in which students, in groups, were led to dialogue, debate among themselves
and create their own means of learning, understanding mathematics in a perspective of knowledge
constructed through meanings and representations attributed to concepts, in order to organize,
understand and act in the world around them, especially when challenged to solve problem situations.
In the same way, this problematization and actions during the DS were important to stimulate the
desirable advances in reading and writing, given the interaction with the written material and perceptions
of the functions of the approached textual genre. These findings denote the promotion of the constitution
of students' autonomy, with emphasis on the integrative role sought in the teaching-learning process of
the language and mathematical notions. In conclusion, it is worth saying that the research experiences
and the reflections that took place in it allowed me to rethink a paradigm of disciplinary teaching of
curricular components, through a mobilizing proposal for the integration of this knowledge in the
process of literacy and literacy as a social construction that could have repercussions in the school life
of the participating students, who will continue their literacy journeys during schooling and life in
society.
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