Interdisciplinaridade nas práticas de ensino em Matemática: percepções dos docentes do Ensino Fundamental

Abstract

Interdisciplinarity, as a pedagogical approach, promotes coordination between different disciplines and among teachers, enabling the development of more contextualized knowledge for students. In mathematics teaching, this perspective proves essential for fostering meaningful learning. This study was guided by the question: How is interdisciplinarity present in teaching practices, considering the perception of mathematics teachers in the final years of elementary school? The main objective was to analyze these teachers' perceptions of the presence of interdisciplinarity in their pedagogical practices. The research was configured as a case study with a qualitative approach, using a questionnaire and interviews as data collection instruments, administered to mathematics teachers working in the final years of elementary school. The theoretical framework is grounded in the concepts of Fazenda (1994, 1979, 2008), Gadotti (1995), Morin (2005), Perrenoud (2000), and other theorists who systematize ideas about interdisciplinarity. Content analysis from the perspective of Bardin (2020) was used to analyze the data. The results indicate that interdisciplinarity manifests itself primarily in classroom practices. However, limitations in initial and continuing education were found to pose significant obstacles to the full development of this approach. The study demonstrated that, to advance the consolidation of this approach, it is essential to invest in institutional spaces for dialogue and continuing education, reorganize planning times and practices, and strengthen the culture of collaboration in the school environment.