Articulação entre língua materna e matemática no Ensino Médio: contribuições de uma sequência didática

Abstract

This dissertation addresses the articulation between Mathematics and the native language in high school education, aiming to understand the potential of this articulation for promoting a critical and reflective approach to mathematics teaching. The qualitative research was grounded in Machado’s (2011) theorization on the mutual impregnation between language and mathematics and was guided by the concept of didactic sequence (DS) proposed by Dolz, Noverraz, and Schneuwly (2004), based on Bakhtin’s concept of speech genre. The methodology consisted of developing a didactic sequence structured around the textual genre infographic, focusing on integrating Mathematics, particularly the topic of percentages, with verbal interaction practices in Portuguese, in a third-year high school class. The results indicate that a didactic sequence grounded in a critical epistemology and based on the integration of Mathematics and the native language can serve as an educational practice through which students may appropriate mathematical knowledge and relate it to the historical, sociological, and cultural components of the context in which they are constituted as subjects of and in learning. The educational product resulting from this research is a didactic sequence proposal that can be adapted to different educational contexts seeking to integrate mathematics teaching with reading and writing practices, from the theoretical perspective of discourse genres.