Leitura e escrita nas aulas de matemática: aproximações e dificuldades

Abstract

This Master´s research, of the Federal Institute of Goiás-Câmpus Jataí, demonstrates the result of the investigation accomplished at a municipal public school. The study presents as general objective to analyze the reading and the writing they contribute to the construction of the mathematical knowledge in the Fundamental Teaching II. For this analysis, developed a proposal with the textual genres: poetry and parody in a 8th year-old group. The research investigates the following subject: to what extent the domain of the reading and of the writing it does interfere in the process of acquisition of the knowledge of the mathematical language? And as a project in an interdisciplinary dimension, ruled in the construction of a didactic sequence with those practices and the contents of Mathematics it produces effects of senses in the teaching process and of learning of this discipline, approximating the student of the knowledge. The study was based on a conception historical-social dialectics of the reading and of the writing in a perspective sócio-interactionist theory and in the reading of the literature as emancipatory. The qualitative approach was used as methodology, with the studies linked in exploratory objectives. Data collection was performed through the application of questionnaires, observation and reporting of classes and audio and video recording and an interview. It was verified that in the 8th year-old classroom, the reading is moderated to the exercises of Mathematics, to the introductory texts of the chapters of the text book and the writing concentrates on the registrations of the mathematical exercises. It is possible the reading and the writing be inserted in the classes of Mathematics in an interdisciplinary dimension with the Portuguese Language. There are possibilities also of the Mathematics by itself to build knowledge using those practices in an united action of educator, student and the work in group for the accomplishment of the activities. It is believed in the relevance of this research, for making possible the knowledge of the mathematical language through the reading and of the writing, that constitute primordial practices in the readers' formation and they assure full conditions for the living in society.