One of the great challenges for the teaching and
learning process is to organize this process in an interdisciplinary
way, avoiding, whenever necessary and possible, the fragmentation
of teaching. Thinking about teaching Mathematics in an
interdisciplinary way requires, first, to reflect about the formation
of the teacher who teaches Mathematics in the early years of
schooling and the didactic-pedagogical conditions that made
possible his daily routine at school. In these terms, this article aims
to analyze a pedagogical practice on the teaching of Mathematics
in interface with native language, in the early years of Elementary
School, developed in an interdisciplinary perspective. The context
of the investigation was a class from 2nd year of Elementary School
at a municipal school of São Francisco do Pará. The insertion
in research space, the organization of didactic sequence and the
development of practices, took place during the third two months
of 2018. The research methodology is structured in a qualitative
approach of participant research type, and was mainly based on the
teaching of Interdisciplinary Mathematics. For the construction
of information, the logbook and the record of activities performed
by the students were used. The didactic sequence was organized in
an interdisciplinary perspective with the text as an integrating link
of proposed activities. The results showed that an interdisciplinary
pedagogical practice in the teaching of Mathematics, supported
by Interdisciplinary Didactic Sequence (IDS), is possible to be
carried out in the context of Basic Education, especially in early
years of Elementary School.
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