A interdisciplinaridade no processo de ensino-aprendizagem no ensino médio : concepções dos professores de matemática

Abstract

The research conducted for this Course Completion Paper aimed to investigate the conceptions of Mathematics teachers about interdisciplinarity in the teaching-learning process in High School. The present work was carried out with seven Mathematics teachers of the final stage of Basic Education in the Technical and State Integral Citizen schools of the Mamanguape Valley/PB. The characterization of the research has its approach as a qualitative research, because from the results obtained, it was identified what are the conceptions of the Mathematics teachers about interdisciplinarity in the teaching-learning process of High School. In this sense, regarding the objectives, the research is exploratory in nature. Regarding the technical research procedures, a case study was carried out. As an instrument of data collection, a semi-open questionnaire containing twelve questions was applied to high school mathematics teachers. The theoretical framework to support the research was the Common National Curricular Base - BNCC (BRASIL, 2018) and authors who deal with interdisciplinarity, as well as on teachers' conceptions, such as Japiassu (1976), Fazenda (1979, 1994, 1998, 2002, 2011), Saxe (1991), Ponte (1992) and Thompson (1992, 1997), among others. For the analysis of the answers of the questionnaire applied to the high school mathematics teachers, the technique used is within the content analysis modality. The data analysis showed that the conceptions that the Mathematics teachers have about interdisciplinarity in the teaching-learning process in High School are presented with some ambiguities. For some of these elementary school mathematics teachers, interdisciplinarity promotes the dialogue with two or more subjects, in a collective way. And for others, interdisciplinarity is understood as bringing contextualized issues into other areas of knowledge. Thus, it was concluded that from the conceptions presented by mathematics teachers, they understand that working in interdisciplinarity enables the relationship between two or more disciplines and contributes to their professional engagement and the construction of the student's knowledge in other areas of knowledge.