MATEMÁTICA E LITERATURA INFANTIL: SOBRE OS LIMITES E POSSIBILIDADES DE UM DESENHO CURRICULAR INTERDISCIPLINAR / MATHEMATICS AND CHILDRENS STORYBOOKS: ABOUT THE BOUNDARIES AND POSSIBILITIES OF AN INTERDISCIPLINARY CURRICULAR OUTLINE

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

The present study is inserted in the Research Line of Curriculum, Teaching and Practices Scholars, in the Post Graduation Program in Education at UFSM (Federal University of Santa Maria RS Brazil). As objective of this work we look for to answer to the following questionings: Which the obstacles to a curricular effective practical to interdisciplinary? How to breach with the conception of the teachers crystallized in one practical pedagogical traditional one? We understand that the entire curricular structure must be continuously engaged in the task of configuring a curriculum as a process, with a special attention drawn to learning in a perspective of change, trying to understand the student as a part of the process, which means to give the right of expression to him/her, to observe his/her previous knowledge, his/her cultural background. Willing to assist in the design of a new curriculum we proposed to search for differentiated methodological possibilities, in which all areas of knowledge were considered important, willing to develop an interdisciplinary work based on the articulation of the mathematics with childrens storybooks. For so, Interdisciplinary Didactical Units (IDU) were elaborated in two educational institutions, pre-school and 1st to 4th year classes, intending to provide students conditions for understanding/contextualizing the mathematics, provoking a re-dimensional act of the already known concepts and making possible the searching for comprehension of new ideas and values through the childrens storybooks as an axis of balance and integration of interdisciplinary activities. The work involved six childrens stories with an amount of 20 provided activities developed with regent teachers attendance; actually they were invited to remain in the classroom while we were developing the activities. At the end, we perceived the complexity of the classroom environment, because of the variation of results which came according to the team of teachers which were responsible for the organization and implementation of the IDU, the particular features of the teaching team and of the students and the scholar structure. As obstacles one practical to interdisciplinary we detach: the great number of pupils for classroom and in such a way necessity to develop activities with the accompaniment of a team; the concern on the part of the teachers in inside pointing out the pertaining to school activities of a perspective of right or wrong, for to value ends, many times disrespecting the previous knowledge of the pupils, what in it took them to think about the necessity to invest in the formation of the teachers; the adequacy of the activities to the times of the school, what in it took them to consider the requirement of a proper time to develop them and in lesser activities, which can better be developed; finally, the lack of a physical space adjusted to keep to the materials produced during the activities and the concern in conceiving the classroom of form traditional, made use in rows, centered in the presence of the teacher, the blackboard and the didactic book.

ASSUNTO(S)

childrens storybooks interdisciplinaridade matemática currículo educacao curriculum interdisciplinarity literatura infantil mathematics

ACESSO AO ARTIGO

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