A INTERDISCIPLINARIDADE E O LÚDICO COMO ELEMENTOS QUE UNEM O APRENDIZADO DE MATEMÁTICA AO DE ENSINO RELIGIOSO

Abstract

The human knowledge forms a single set, composed of empirical and scientific knowledge, which are studied separately to facilitate learning in gradual stages of difficulty, as well as to enable specialization. With Religious Education and Mathematics it is no different. Both face considerable problems in terms of application and acceptability. The first, because it is seen as obsolete by most students; the second, because it is considered difficult to learn. There is, then, the ideal environment for experiments of an interdisciplinary character. For this reason, this study sought to develop, based on the theoretical assumptions of interdisciplinarity and playful methods of education, ways of combining the contents of Mathematics and Religious Education, with a view to making these two subjects more attractive in the scope of Elementary Education. The problem question that was intended to be answered is the following: how to combine the contents of Mathematics and Religious Education, in order to make students enrolled in Elementary School, motivated by the interdisciplinary and playful character of this approach, show greater interest in these two disciplines? As for the justification for the elaboration of this study, it is understood that a considerable part of what the mind rejects is due to pure ignorance. In the case of Mathematics and Religious Education, other factors, equally aggravating, are added to this. In Mathematics, the accumulation of misunderstood concepts ends up making this subject one of the main causes of school failure in Brazil. In turn, Religious Education is seen as a set of low-relevance knowledge, given its little relation to daily practice. However, it is believed that, with the correct approach, these two teachings can be taught in Elementary School, in order to change this view, making students develop greater interest in these important themes, especially if, for through ludic teaching, the interdisciplinarity between these two areas of human knowledge becomes clear. In relation to the methodological procedures, this present work made use of two techniques: one, of a conceptual nature, aiming to list theoretical postulates that allow the formulation of generalizations; another, of an applied character, in which, through field research, data that would enable the confrontation between theory and practice, to identify positive and negative points, would be raised.