Interdisciplinaridade: desafios e possibilidades entre Geografia e Matemática no ensino médio

Abstract

This research investigated the contributions of an interdisciplinary approach between Geography and Mathematics to the learning of cartographic content in the first year of high school, in a context marked by learning difficulties related to this field. The study was developed using a qualitative approach, based on a qualitative exploratory approach, grounded in bibliographic review, participant observation, and interdisciplinary pedagogical workshops. The proposal focused on the development of spatial thinking through the integration of geographic concepts and mathematical procedures, considering interdisciplinarity as a cognitive mediation strategy in the learning process. The findings indicate significant improvements in students’ understanding of key cartographic concepts, such as spatial orientation and location, geographic coordinates, scale interpretation, and map projections, highlighting the strengthening of cartographic literacy. As an outcome of the research, an educational product was developed in the form of an interdisciplinary didactic sequence, aimed at supporting teacher training and fostering integrated pedagogical practices in high school. The study demonstrates that interdisciplinary integration between Geography and Mathematics, when intentionally planned and pedagogically mediated, promotes more meaningful, contextualized, and effective learning experiences.