O ENSINO RELIGIOSO E OS ASPECTOS DOCENTES EM RELAÇÃO AO TRABALHO DA MATEMÁTICA DE FORMA INTERCOMPONENTE COM A ETNOMATEMÁTICA EM TURMA DE 6º ANO NA EEEFM “CÓRREGO DE SANTA MARIA” DE SÃO MATEUS – ES

Abstract

This work brings an intercomponent proposal between Mathematics and Religious Education, which should contribute to overcoming unilateral conceptions about curricular components, identifying them with other areas of knowledge, thus giving new meaning to those curricular components that are still seen with stereotypical looks. Thus, this study intends to seek ways so that, in an intercomponent manner, Religious Education is worked with Mathematics in the final years of Elementary School (6th year), in a way that both curricular components, when taught, obtain the results expected by teachers. Thus, the following question was determined as a research problem: How can the ethnomathematical teaching process provide an intercomponent study between Mathematics and Religious Education, aiming to achieve satisfactory results? To this end, the objective is to analyze the feasibility of developing teaching-learning practices, using the curricular components of Mathematics and Religious Education in an intercomponent manner, as pedagogical instrumentation for learning. As specific objectives, it is expected to: understand the relationship between Mathematics and Religious Education in the pedagogical process; analyze how curricular components can be worked together; carry out field research to understand the feasibility of developing teaching-learning practices, using the curricular components of Mathematics and Religious Education, in an intercomponent way, for students from the 6th year of Elementary School at EEEFM "CÓRREGO DE SANTA MARIA”, de São Mateus – ES; discuss and reflect on the data obtained from field research. Therefore, this work was organized into four chapters, which address topics related to Ethnomathematics: analysis of the concept and application; as classroom practice; methods for product development. The methodology used was bibliographical research, based on articles and books that focus on Mathematics and Religious Education as a resource for teaching-learning focused on intercomponent teaching practice, contextualized and based on the students' experiences. A field research was also developed, seeking to investigate students and teachers from the 6th year, from the EEEFM "CÓRREGO DE SANTA MARIA”, located in the municipality of São Mateus-ES, based on the practical reality of the teaching-learning process of Mathematics and Religious Education in Elementary School. Therefore, it is concluded that, by incorporating elements of culture and religion in the teaching of Mathematics, students can feel more motivated and engaged in learning, as they recognize their identity and experiences reflected in the content covered. Furthermore, this intercomponent approach allows you to explore connections between mathematical concepts and religious symbolism, expanding students' understanding of both themes, based on the positioning of theorists such as Andrade, Bizzo, Costa, Damaceno, D'Ambrosio, Espíndola, Freire, Libâneo, Polidoro, among other renowned authors on ER and Ethnomathematics.