MAPPING RESEARCH ON INTERTEXTUALITY BETWEEN THE PORTUGUESE LANGUAGE AND THE ACQUISITION OF MATHEMATICAL LITERACY

Abstract

This research aims to analyze what has been investigated in Brazilian scientific productions related to intertextuality between Portuguese Language Literacy and Mathematics, that is, to investigate the influence and relationship that one area exerts on the other. Therefore, some questions arose, for example: how are both areas of knowledge intrinsically related and what are the resources that provide students with the opportunity to achieve better results in their school practice? Thus, from such questions arose the research question based on analyzing how Literacy in the Portuguese Language and Mathematical Literacy are related in the teaching and learning process? In this way, it is intended to map research, defended in the period between the years 2018 and 2021, that are related to the cognitive process of reading and its influence on the acquisition of Mathematical Literacy, considering that it was decided to analyze research in a period five years prior to the current year of this work. Based on this assumption, a systematic review was used as a methodological procedure. To this end, the selection of works was made via the internet, on the theses and dissertations portal of CAPES (Coordination for the Improvement of Higher Education Persons) and Google Scholar, accessing the available summary and, when necessary, doing a floating reading of the work complete. 9 dissertations were identified. A registration was carried out as indicated by Petersen et. Al. (2008), with general information: year, author, title of work, institution of origin, advisor, subjects, modality (thesis or dissertation). It is concluded that the works analyzed reflected the need to relate Literacy in the Portuguese Language to Mathematical Literacy, in addition to seeking pedagogical resources and methodologies in which the student's prior knowledge is used as a source of contribution in the school context.