Memória e matemática: possibilidades interdisciplinares para o ensino de ciências potencialmente significativo a partir de fragmentos arqueológicos amazônicos

Abstract

Science teaching, especially mathematics, requires new approaches that integrate cultural knowledge into school content to promote learning that not only enables students to understand the content in all its abstraction, but also makes sense and enables meaningful relationships with knowledge from everyday life. In this context, this dissertation aims to understand the relationship between cultural memory and interdisciplinary possibilities for science teaching, based on mathematical aspects identified in archaeological fragments found in the municipality of Parintins, Amazonas. The research was conducted at the Marcelino Henrique Municipal School, located in the community of Santa Rita de Cássia, and included the participation of students from the 6th to 9th grades, teachers of mathematics, science, history, geography, art, religious education, and Portuguese, as well as residents of the community. Based on a qualitative approach, the study adopts the phenomenological method and uses triangulation as a strategy for analyzing data constructed through systematic observation, semi-structured interviews, and a pedagogical workshop. The development of the research was enriched by the immersions and reflective dialogues carried out in the Complexus Research Group, which contributed to the construction of interdisciplinary and meaningful perspectives. The theoretical discussions are based on authors such as Assmann (2008, 2011), Rossi (2010), Izquierdo (2018), Moreira (2011), Fazenda (2013), Bianchezzi (2022), and Machado (2023), who address issues related to culture, cultural memory, archaeological fragments, and meaningful learning. The research involved pedagogical activities developed in the Santa Rita de Cássia community that ratified the potential of these fragments in promoting reflections on cultural identity and learning that interconnects multiple disciplines. The results indicate the importance of integrating local, socio-historical knowledge into the educational context to foster contextualized and potentially significant interdisciplinary teaching. Keywords: Cultural Memory. Archaeological Fragments. Interdisciplinarity. Mathematics Teaching. Meaningful Learning.