Interdisciplinaridade e contextualização: uma investigação da própria prática nas aulas de matemática a partir de uma sequência de atividades nos anos finais do ensino fundamental

Abstract

The survey presented brings an investigation of the practice itself on the application of a sequence of activities in a class 9th grade of Middle School in the city of Paraíba do Sul – RJ. The theoretical framework adopted for the construction of the sequence of activities is based on questions about interdisciplinarity and contextualization. As a methodology, the work is based on the qualitative approach, relying together on the investigation of the practice itself. Thus, it was defined as general objective of the research, to analyze how is characterized the involvement of 9th students of the Middle School of schooling with a sequence of interdisciplinary and contextualized activities, and the guiding question:"How do students engage in a contextualized and interdisciplinary sequence of activities?”. From the data obtained, two categories of analysis were established in the study: (1) attitude towards knowledge; and (2) reflection and perception. In the first category, “attitude towards knowledge”, it was concluded that the involvement of students in math classes and activities increased significantly with the application of the sequence, where they were able to make relationships with the context in which they are inserted and reflect on the same. In the second category, “reflection and perception”, it was concluded that from the dialogues and information sharing carried out in classes, students become active agents of the context to which they belong, thus understanding the role they occupy in society, being able to be part of the transformation of their own reality.