Letramento matemático e o gênero textual poema: contribuições para o processo de ensino-aprendizagem da matemática nos anos iniciais do ensino fundamental

Abstract

Since 2017, the National Common Curricular Base (BNCC), the normative document for Brazilian Basic Education, establishes an organic and progressive set of essential learning skills that all students must develop throughout their schooling. Regarding Mathematics, the BNCC proposes an approach based on mathematical literacy, aiming to promote the development of logical reasoning, problem-solving, and the ability to apply mathematical concepts in different contexts. This research seeks to answer the following question: How can integrating the poem into the teaching-learning process of mathematical concepts from the BNCC's thematic units contribute to the development of mathematical literacy in the early years of elementary school? The aim is to analyze the contributions of the interdisciplinary approach between the poem and Mathematics in promoting mathematical literacy in the early years of elementary school, according to the BNCC's thematic units. The research methodology is qualitative, exploratory, and bibliographic. As a result, an interactive e-book of mathematical poems was developed, consisting of Didactic Sessions based on the Fedathi Sequence teaching methodology, whose experience seeks to promote student empowerment. In this context, the research shows that integrating the poem into the mathematics teaching-learning process, through the educational product, contributes to teachers' pedagogical practice in developing mathematical literacy, highlighting the importance of diverse and contextualized methodological approaches that promote more active and meaningful student participation.