"Bora bater perna?": Um jogo interdisciplinar de geometria

Abstract

Mathematical knowledge can be considered as primordial for the integral development of the student at different educational levels, because it encompasses knowledge that permeates the most diverse areas of knowledge, being present in the daily life of contemporary society. Thus, the present research aims to analyze the game “Let's hit leg?”, Taking into account the Common National Curriculum Base (BNCC) and the National Curriculum Parameters (PCN). It is a reflection about both the process of elaboration and construction of the game “Let's hit leg?”, identifying its contributions to the initial formation of the pedagogue, as well as its applicability in a class of the 3rd year of Elementary School belonging to the public network city of Fortaleza. The game in question was elaborated in the Mathematics Teaching discipline, compulsory curricular component of the Pedagogy course at the Federal University of Ceará, using Design Thinking as a methodological approach. Aware of the difficulties in the teaching-learning process of Mathematics, the educational game “Let's hit leg?” Aims to promote the teaching of geometry in a contextualized and interdisciplinary way, through the relationship with other areas of knowledge, such as: History, Geography and Portuguese Language. The process of elaboration of the educational resource, promoted primordial knowledge for the initial formation of the participating pedagogues, as: the reflection on the use of active methodologies and the elaboration of interdisciplinary activities. The moment of validation has sparked discussions about the contributions and limitations of the game “Let's hit leg?”. Given what has been seen, it is concluded that mathematics should be taught using methodologies where the student is the center of the process, not just a repository of information.