Entre o solo e o gráfico: a horta escolar como espaço de modelagem matemática no ensino de funções para o 9° ano

Abstract

This academic work proposes a pedagogical activity that integrates the study of functions – specifically linear and quadratic functions, as covered in the 9th grade of Brazilian Elementary Education – with Mathematical Modeling, utilizing the school vegetable garden as a contextual framework. This approach is aligned with the directives of the Brazilian National Common Curricular Base (BNCC). As a qualitative, bibliographical, and documentary study, this research examined theoretical references that interconnect Mathematical Modeling, the teaching of functions, and vegetable gardens in educational settings. The investigation sought to comprehend how the vegetable garden environment can benefit the teaching of Mathematics, particularly the concepts of linear and quadratic functions, through activities that connect formal knowledge with students' daily experiences. The theoretical analysis underscored the potential of Mathematical Modeling as a pedagogical strategy to foster meaningful learning, encourage student agency, and integrate different fields of knowledge. Following the framework proposed by Biembengut and Bassanezi, a theoretical-methodological path was developed, outlining the application of Modeling within the specific context of a school vegetable garden, thereby promoting the understanding of dependency relationships between variables. It is recognized, however, that Mathematical Modeling is not confined to a rigid didactic sequence, as its implementation is contingent upon the concrete conditions of each school's reality, student profiles, and available resources. Consequently, rather than presenting a definitive proposal, this study offers a guiding framework for educators interested in incorporating Modeling into the teaching of functions within contextualized environments. Although empirical application was not conducted, the theoretical findings suggest that the integration of Mathematical Modeling, school vegetable gardens, and the BNCC constitutes a promising approach to Mathematics education, with the potential to support future research and pedagogical practices involving other content areas and grade levels, thereby promoving interdisciplinarity, by using Mathematical Modeling, in the school context.