A matemática e a literatura como práxis de uma educação lúdica e inclusiva nos anos iniciais do ensino fundamental

Abstract

This study has as its main objective presenting the importance of the collaborative work between Mathematics and Literature through recreational and inclusive practices, in a multigrade classroom of Elementary School. And as specific objectives: Conceptualize the Mathematics and Children's Literature; Emphasize the recreational activities role in the Elementary School; Point out inclusion importance in classroom; Analyze the possibilities of collaborative work between Mathematics and Literature. The theoretical fundaments of this research was based on the contributions of: Nacarato; Mengali; Passos (2015), Lopes (2014), Souza (2017), Zilberman (2003), Cunha (2017), Colomer (2017), Faria (2012), Tramontin (2020), Kraemer (2008), Moreira (2001), Azerêdo (2014), Cunha; Montoito (2014), Silva (2012), Rêgo (2014), Bacelar (2009), Bock; Stolen; Teixeira (1999), Farias; Saints; Silva (2009), Oliveira and Alencar (2018), Santos (2015), Pessoa (2013). Official documents were also used, such as the National Common Curricular Base/BNCC (BRASIL, 2018), in addition to the contributions of the National Pact for Literacy at the Right Age (BRASIL, 2014). An interdisciplinary Didactic Sequence (SD) was developed and applied in the 1st and 2nd grades based on the literary book “The Ladybug Who Lost Her Spots”. The subjects covered were: Portuguese Language - Reading/listening (shared and independent); Speaking; and Mathematics - Natural Numbers and Basic Facts of Addition. The results achieved with Didactic Sequence (SD) indicate that the use of Children's Literature enhances the work with Mathematics, becoming a positive methodology for students learning in the Elementary School.