Aprendizagem de área e perímetro através da abordagem do tema transversal "desmatamento no 8º ano do ensino fundamental de uma escola pública municipal de Tefé/AM.

Abstract

In the teaching of any school subject it is essential that the student be provided an education that guarantees a comprehensive education in the sense that not only retain knowledge, but mainly that it is used for the benefit of exercising their citizenship. This training, however, is impossible to obtain without the understanding that social practice should be the starting point and the ending point of all human knowledge. Considering such an affirmation implies inserting in the educational practice the transversality which is the possibility of establishing a relationship between learning knowledge theorists with the issues of society in a systematic way (BRASIL, 1998). In learning mathematics, for example, the transversal themes are far beyond traditional curricular content, they permeate the very vision that the school has in relation to the discipline, and often the contents mathematicians are considered to be useless and merely theoretical, being limited to excessive calculations, without any impact on society (MONTEIRO; POMPEU, 2001). In this sense, working in the classroom from a transversal perspective becomes indispensable, since it involves emerging social issues of interest to the community, so addressing them with students will be significant and relevant, as they will perceive that in some way they can intervene in the mitigation of problems of reality, exercising their critical conscience (MONTEIRO; POMPEU, 2001). Regarding these social issues, one that stands out refers to the theme Environment, recommended both in the PCN (National Curriculum Parameters) of Education 10 Elementary School as in Law No. 9,7951 , being of fundamental importance for the formation of the citizen and a healthy, solidary, responsible and sustainable. Emphasizing this theme in teaching will generate relevant reflections on the future of nation, given that students will be able to understand and reflect on the consequences of emerging social issues in their own lives. According to the PCN (1997), understanding the phenomena that occur the environment - pollution, deforestation, limits on the use of natural resources, waste - will have essential tools in concepts, such as: averages, areas, volumes, proportionality, etc .; in addition to mathematical procedures.