Interdisciplinaridade nos anos iniciais: a possibilidade de articulação entre matemática e geografia

Abstract

This article is a review of the supervised internship of the second year of the elementary school years of a school in Chapecó city, and reports on the experiences of trainees from the Universidade Federal da Fronteira Sul (UFFS), which occurred during the second half of 2016. The themes studied were: the seasons and the cardinal points. This article aims to show the possibility of articulation in the areas of knowledge of Mathematics and Geography in the initial years, identifying the potentialities of interdisciplinarity in a school context of the initial years involving both areas. Recognize the concepts of greatness of time and space in the approaches of Mathematics and Geography. This article is of bibliographic character and was based mainly on authors of Geography, as Callai and Castrogiovanni; of Mathematics, as Lorenzato, authors that deal with the concepts of space and time, besides Fazenda and Luck that deal with interdisciplinarity. The experience showed an understanding of the activities developed by children with the use of concrete materials used by trainees, highlighting the concepts of space and time, stressing here the importance of articulating not only Mathematics and Geography but also other areas of knowledge.