Abstract:

This study results through the correlation between Curricular Units (C.U.) of Mathematics and Plastic Expression in Higher Education (H.E.). Across this path, the student has experiences, knowledge, questions, reflections, and new looks. The aim of this study is to establish connections between the two C.U. to achieve and enhance the educational growth, developing more meaningful learning with undergraduate students of the Degree in Basic Education and in the Professional Masters, Pre-School Education and Pre-School Education School and 1st Cycle of Basic Education (CBE). Using interdisciplinarity, it was analyzed the prospects of educators and teachers of the 1st CBE, on the two areas of knowledge in educational context.

With this line of thought, the utilization of interdisciplinary strategies through the teaching-learning process are a way of construction to new knowledge acquisition and application in a more consistent way, where mathematical concepts and contents, with the help of Plastic Expression, may lead to a deeper commitment of the students.

It was intended to identify the advantages and limitations of the use of interdisciplinarity, trying to understand: the motivational impact and the respective student involvement; the degree of acceptance with the strategies implemented; if teaching Mathematics through Plastic Expression helps to be more motivating; whether strategies and methodologies are preferred traditional or interdisciplinarity between the two C.U.; the relevance of planning and using this interdisciplinarity in their academic training, personal and professional future; how to overcome monodisciplinary knowledge.

This study was applied in higher schools of education, in the training of educators and teachers of the 1st CBE, using a mixed methodology, during two academic years. Initially, it was used the quantitative methodology with the implementation of 70 inquiries to students, after that, it was used the qualitative methodology, using interviews to the same students.

Data analysis suggests that students: have a higher workload in Mathematics than in Expressions, according to the study plan at H.E.; had the possibility of breaking the stiffness between C.U.; recognize the potential of interdisciplinarity, as a possible form of articulation between C.U., while motivating strategy and an asset in learning, not practicing it with pedagogical intentionality in their daily lives; admitted that different strategies used in an interdisciplinary situation between the two curricular units are positive, beneficial and have an impact on personal and academic training and are also applicable in their professional future.

A large percentage of students revealed many gaps in their previous mathematical bases, when entering the E.S., which reflected in their learning and perception of content during training. It was experienced a dialogical process between the two C.U., simplifying the learning of certain mathematical content, with strategies implemented by the students, with individual works carried out, in which they felt motivation, security, and autonomy, managing to extrapolate the monodisciplinary knowledge and greater integration of paths epistemological, methodology and organization in Higher Education.

Keywords:

Mathematics, Artistic Expressions, Interdisciplinarity, Higher Education.