Projetos integradores no ensino médio: o diálogo da matemática com as outras disciplinas

Abstract

The solutions to the various problems that human beings face throughout their lives require knowledge that involves the most diverse areas of knowledge. Hence the importance of education prioritize methodological strategies that contemplate interdisciplinarity. Given this context, this article consists of a qualitative research of documentary procedure that aimed to analyze whether the integrative projects proposed in books authorized by MEC (Education Ministry) effectively enable interdisciplinarity through contextualized and meaningful teaching and learning processes. To this end, two books on Integrating Projects were selected and, from these books, two projects each. At the end of the analysis, it was found that the proposals of the analyzed Integrating Projects books contemplate interdisciplinarity, guiding teachers to work in an integrated manner, involving situations that require students to solve problems, relating them to their life experiences, allowing , also, the articulation between the previous knowledge of these students. It was also concluded that the predominant thematic unit in the proposed activities is Probability and Statistics. Finally, attention is drawn to the limits of this research, highlighting the relevance of further studies on interdisciplinarity and the improvement of education professionals in order to work more effectively with the interdisciplinary proposal of the New High School.