A interdisciplinaridade na Matemática do Ensino Médio: uma análise dos Cadernos MAPA

Abstract

This study analyzes how interdisciplinarity is presented in the activities comprising the Cadernos MAPA (MAPA Workbooks) for the Mathematics curriculum in the first year of high school (Ensino Médio) in 2025. The investigation stems from the need to understand how this material presents activities that link Mathematics with other fields of knowledge. The aim is to determine whether these activities foster a genuine integration of knowledge or merely use everyday situations as a pretext for applying calculations and formulas. The research employs a qualitative approach, based on a review of literature and documents. To ground the analysis, the study draws on authors who discuss interdisciplinarity, the fragmentation of education, and the importance of meaningful learning for students. The activities were categorized into two groups: artificial contexts and integrative potential. The results indicate that most activities utilize contexts superficially, without establishing a deep connection to other areas of knowledge. However, activities with strong integrative potential were also identified. In these instances, Mathematics serves as a tool for understanding social, scientific, and spatial issues. The study concludes that while the material has limitations due to its frequent use of artificial contexts, it offers significant possibilities for interdisciplinary work. Ultimately, however, the success of this integration depends directly on how the teacher conducts and expands upon the activities in the classroom.