Letramento de matemática em escola do campo: uma proposta para o campo aditivo em turma de anos iniciais do ensino fundamental

Abstract

The objective of this research was to develop mathematical activities in the additive field, aiming to insert mathematical literacy in a contextualized and meaningful way for a 3rd year elementary school class in a rural public school. The methodology used in the research was exploratory research of an action research nature in relation to the objectives, with data analysis carried out with a qualitative focus. The proposed intervention was carried out in a rural public school, located in Paratibe, in the municipality of João Pessoa, Paraiba, from March to April 2024. The study was divided into three stages: visit to the main school for the interview with pedagogical management and teachers; analysis of the questionnaire applied and finally, elaboration of a didactic sequence proposal aimed at the 3rd year of Elementary School in the discussion of mathematical literacy. The results indicated that teachers apply pedagogical practices aimed at mathematical literacy, but face challenges in effectively integrating the quilombola culture due to the school being located in an urban area and the lack of specific training in either the rural or quilombola modality. Thus, some teachers mentioned the use of resources such as bottle caps, local fruits, games of African origin, among others, to contextualize mathematics teaching with the reality of the community. Regarding interdisciplinarity, teachers highlighted the integration of mathematics teaching with other areas, such as Portuguese, seeking to integrate content through reading and writing into the students' reality. It is concluded that, even with the indication of using mathematics activities that contribute to the student's literacy, the relationship between this and the students' language and writing in the participants' speeches was not verified. It is concluded that it is insufficient to simply point out the use of manipulative material in the conceptual discussion of the active field with students in the initial years of Elementary School, without a significant understanding of the methodological use of the instruments, requiring continued training that promotes discussion among participating teachers.