A sala interdisciplinar de aprendizagem no projeto do observatório da Educação/CAPES/UEA: os conhecimentos matemáticos a partir da resolução de problemas

Abstract

This paper presents the results of a survey conducted with students from 9th grade of elementary school in a public school in Manaus / AM in Project Educational Observatory (PEO) , which was focused on understanding how learning mathematical knowledge takes place, having as reference problem solving as a teaching strategy in an interdisciplinary perspective, developed in a mathematical classroom thought as a space for study and research , from dialogical situations with the knowledge of Portuguese and Sciences . We based our theoretical framework in Lück (2002), Japiassu (1976), Pires et al.(2002), Tomaz and David (2012), among others. The methodological approach used is qualitative research in the form of action research using participant observation, educational intervention, the production of documents by the students and questionnaires. The results show that an a learning process centered in interdisciplinary practice allows students greater ownership of mathematical knowledge . They interact in the proposed activities and the barriers between teacher and student , as evidenced in Mathematics classes, are eliminated, because the student actively participates in the step of constructing their own knowledge . The interdisciplinary approach makes the student able to solve problems independently. Key words: Interdisciplinarity . Problem Solving. Mathematical knowledge.