O ensino de álgebra no 5o ano do ensino fundamental: a cultura pop como possibilidade interdisciplinar para a prática docente de matemática em uma escola pública no município de São Mateus do Maranhão

Abstract

The research titled The Teaching of Algebra in the 5th Year of Elementary School: pop culture as an interdisciplinary possibility in the teaching practice of mathematics in a public school in the municipality of São Mateus do Maranhão, highlights the importance of introducing algebraic concepts for the development of logical and abstract reasoning in students in the early years of elementary school. The dissertation proposes to discuss an interdisciplinary approach that incorporates elements of pop culture, such as films, series, music, games, among others, into the teaching of algebra, with the aim of exploring narratives and media familiar to students, favoring different forms of engagement and learning possibilities. In this perspective, the general objective was to verify how interdisciplinarity, mediated by narratives

based on pop culture, contributes to the teaching practice and the teaching of algebra in a 5th- grade classroom of a public school in São Mateus do Maranhão. The research adopted a

qualitative methodology, using techniques such as documentary analysis, bibliographic research, conducting structured interviews, participant observation, and questionnaires as

instruments. The study was conducted at the Municipal School Unit Ney Braga, with 5th- grade teachers, throughout the first semester of 2025. The process was developed in stages,

including the initial diagnosis, the planning and application of interdisciplinary activities that articulate Algebra and pop culture, in addition to the collection and analysis of the resulting data. As part of the research development, a visual novel was created and applied — an interactive game aligned with the National Common Curricular Base (BNCC), which integrates narrative, illustrations, and gameplay to facilitate the understanding of mathematical concepts. The application of this resource showed a significant improvement in student engagement with Algebra content. The experience generated the final product of this dissertation: the visual novel itself, accompanied by a guide with practical orientations for its application in the classroom, as well as pedagogical reflections to help the teacher explore the playful and interdisciplinary potential of this approach. The study sought not only to contribute to overcoming traditional difficulties in the teaching of Mathematics but also to encourage more creative and contextualized teaching practices, considering the interests and experiences of the students. The research concluded that the application and appreciation of pop culture in the teaching of mathematics is of great importance, as both theoretical elements and practical experiences demonstrated its potential to make learning more significant and engaging. Furthermore, it was evident that the integration of pop culture favors the development of critical thinking, stimulates students' creativity, and brings mathematical content closer to everyday contexts, promoting a deeper and more contextualized learning.