INTERDISCIPLINARITY IN THE EARLY YEARS: ANALYSIS OF DIDACTIC MATERIALS IN THE LIGHT OF THE LESSON STUDY METHODOLOGY

Abstract

This qualitative and exploratory study analyzes the potential of interdisciplinary articulation between Portuguese Language and Mathematics in the early years of Elementary School, based on the analysis of didactic materials. The research is grounded in the premise that the dialogue between the logic of language and the language of logic constitutes a structuring axis for more meaningful pedagogical practices. To this end, the Lesson Study methodology is adopted as a theoretical framework for the analysis and reflection on teaching practice. The methodological path comprised a narrative literature review on the foundations of Lesson Study and a documentary analysis of three Mathematics textbooks (from the 1st to the 3rd grade) and cards from a logical inference game. The results show that, although the analyzed materials present occasional examples of integration, a fragmented disciplinary approach predominates, with gaps in the explicit approach to interdisciplinarity. The analysis of the inference game, in turn, reveals different modalities of reasoning, highlighting the need for intentional teacher mediation for the development of logical thinking. It is concluded that Lesson Study, as a collaborative training device, offers a promising path to qualify the selection and adaptation of materials, as well as to foster systematic reflection on practice, contributing to overcoming disciplinary fragmentation in initial teacher education.