Área de preservação permanente em espaços urbanos: um diálogo possível entre os conhecimentos matemático e ambiental

Abstract

This study originated from the need to broaden the dialogue and reflection between the knowledge areas of mathematics and environmental sciences, choosing Permanent Preservation Area - PPA in urban environments as the generating theme. The core idea was to create a meaningful learning space to awaken in elementary school II students the mathematical knowledge present in their daily lives, as well as the utility of this knowledge in understanding reality in all its social, cultural, economic, and environmental complexity. Within this context, our objective was to develop an interdisciplinary educational product based on mathematical knowledge that would contribute to the process of discussion and critical reflection by elementary school II students regarding the use and occupation of Permanent Preservation Areas in the urban environment, Itacoatiara cit. To this end, it was necessary to identify students’ environmental perception of PPAs in the urban environment; identify and select the mathematical knowledge relevant to students’ understanding of PPAs; and systematize interdisciplinary activities integrating mathematical and environmental knowledge into a didactic sequence. The theoretical framework was based on the works of Edgar Morin, Paulo Freire, Enrique Leff, Ivani Fazenda, Ubiratan D’Ambrósio, and Yi-Fu Tuan, among others. The proposed methodology consisted of qualitative research, using bibliographic research, document analysis, and action research as procedures. Pedagogical workshops were conducted with a group of 12 9th-grade students from Dom Paulo Mc Hugh Municipal School, Itacoatiara, AM. One of the field laboratories for the pedagogical workshops was the PPA located in the Boa Esperança Community, an area near the school. For data interpretation and analysis, procedural discourse analysis was used. The investigative process provided us with the necessary elements to formulate interdisciplinary and contextualized educational activities such as calculating soil slope, constructing models, and using educational games, which contributed to discussions and reflections on the environmental complexity of Permanent Preservation Area - PPA in urban area. The dynamics employed in the pedagogical workshops were evaluated and subsequently selected to compose a Didactic Sequence that we named "Mathematics and Environment: a necessary and reflective connection on Permanent Preservation Area (PPA)."