Leitura literária e ensino de Matemática: uma parceria possível à luz da interdisciplinaridade

Abstract

According to the National Common Curricular Base (2018), the development of reading competence strengthens the need for interdisciplinary dialogue so that the individual develops coherent readings of the world, since reading, understanding, interpreting, making connections and arguing are processes essential pedagogical elements in student education. Literary reading constitutes an important mechanism for the development of these skills. However, it is common for Mathematics teachers to complain about the students' lack of ability to read and interpret mathematical statements, but what has been done to remedy or reduce these difficulties? Angela Kleiman (2016) states that reading is essential to provide solutions to problems related to poor school performance, but the lack of a reading project that involves all areas of knowledge becomes frequent in institutions, since it is a practice, culturally, destined to the subject of Portuguese Language. The distance between teaching Mathematics and literary reading can affect the performance of students in that discipline, as the lack of aptitude in interpreting statements makes it difficult to develop skills and competences in solving exercises. José Nilson Machado (2012, p. 71) reveals that “fairy tales constitute an important source of inspiration for the organization of mathematics classes, mainly due to the way in which fictional contexts are explored”. However, how to teach Mathematics through literary reading? Faced with this problem, this Dissertation aims to show that it is possible, through an interdisciplinary project, carried out in a private school in the West Zone of Rio de Janeiro, a work using paradidactic books as a facilitator instrument of the teaching process and Mathematics learning concept. For this, the methodology to be used is based on literature, as well as action research. Given the above, the concepts of Isabel Solé (1998) and Regina Zilberman (1996) on the practice of reading as a curricular project are worked on; José Nilson Machado (1998), Katia Stocco Smole and Maria Ignez Diniz (2001) and Ubiratan D'Ambrósio (2012) with regard to the practice of reading in Mathematics classes. All these aspects are in line with current official documents