Registros pictóricos como mobilizadores da interdisciplinaridade no ensino de matemática em uma escola ribeirinha amazônica

Abstract

This research, grounded in the phenomenological perspective and the principles of ethnomathematics, was carried out in the community of São Sebastião da Brasília, located in the municipality of Parintins, Amazonas. This context was selected due to its geographic, cultural, and social specificities, offering a fertile and unique field to investigate educational and social practices. The study involved students from a multigrade classroom comprising 8th and 9th graders. The research problem is: In what terms can pictorial records mobilize interdisciplinary mathematics teaching in a riverside school? The main objective is to understand how pictorial records can promote interdisciplinarity in mathematics teaching within Amazonian riverside schools. The epistemological foundation is based on authors such as D’Ambrosio (2022), Rosa and Orey (2016), Merleau-Ponty (1999), Fazenda (1994), Furlanetto (2014), and Pombo (2005). This theoretical approach allowed valuing local knowledge and students' experiences as fundamental parts of the knowledge construction influencing the teaching-learning process. The phenomenological perspective facilitated the understanding of students' perceptions of their community and the meanings attributed to their pictorial records. The research is qualitative and employed literature review, systematic observations, semi-structured interviews, pictorial records, and dialogical circles as methods for data construction. Pictorial records provided contexts to explore relationships between mathematics and other disciplines. Through these records, participants were able to identify mathematical concepts while reflecting on cultural and environmental issues of their community. Dialogical circles highlighted students' perceptions, emphasizing the transformative potential of contextualized pedagogical practices. Systematic observation entailed immersion in the studied environment, surpassing superficial observation. Semistructured interviews with teachers and community members allowed flexibility to explore relevant socio-cultural activities as interdisciplinary possibilities for mathematics teaching. Results affirm the understanding that education developed from an interdisciplinary perspective, connected to community sociocultural practices, has the potential to reframe the role of schools in Amazonian contexts and contributes to a more meaningful, dialogical, and socially transformative education. Keywords: Interdisciplinarity; Ethnomathematics; Mathematics Teaching; Amazonian Riverside Schools.