CONFUNDA LER E ESCREVER COM INTERPRETAR E RESOLVER! POSSIBILIDADES DAS ESTRATÉGIAS DE LEITURA EM AULAS DE MATEMÁTICA NAS OBRAS DE EVA FURNARI NOS ANOS INICIAIS

Abstract

This study describes a master's investigation, linked to the Postgraduate Program in Mathematics Education, at the Federal University of Mato Grosso do Sul – PPGEduMat/UFMS. the research is part of the research line "Teacher Training and Curriculum". The objective is to understand how reading strategies contribute to the teaching of mathematical problem solving in Elementary School, specifically in 4th and 5th grade in the Elementary School, based on the analysis of Eva Furnari's work in Mathematics classes. Knowing that reading is a fundamental element for human development and that its lack compromises mathematical learning, it is necessary that its practice be recurrent in the classroom, because the more the student has contact with reading, the greater and better his interpretation will be. The theoretical framework, from the perspective of reading strategies, adopts authors such as Solé (1998), Souza and Cosson (2009) and Kleiman (2002) who advocate the importance of reading in teaching practice and its effects on school learning. In approaching problem solving, researchers such as Polya (1944 - 2006), Onuchic and Allevato (2014) and Itacarambi (2010) contribute to strengthen the thesis of the defense of learning Mathematics through this approach. In this context, we adopted Eva Furnari's literature to propose didactic situations that aim to develop tasks that provide children's reading comprehension supported by problem solving. Thus, in this research, we propose an action plan with mathematical tasks that involve reading and interpreting mathematical texts based on works by the aforementioned author of children's literature. The methodology consists of an analysis of the works "Problemas Boborildos" (2011), "A Bruxa Zelda e os 80 docinhos" (2014) and "Os problemas da Família Gorgonzola" (2015), as we consider that these involve possibilities of exploring mathematical concepts and their understanding. As a result, we consider that Mathematics classes should lead the student to read, interpret, think, ratiocinate and understand the problem, being of fundamental importance that the teacher develops learning practices that stimulate reading in class. The material produced in this dissertation can serve as a theme for reflections on how the teacher who teaches Mathematics (Pedagogue) includes reading in specific contexts of teaching and learning.