Cavalcante, Adriana de VasconcelosTorres, Sabrina da Silva2025-02-102025-02-102025-01-16TORRES, Sabrina da Silva. Literatura e matemática: reflexões e desafios no estágio de ensino fundamental anos iniciais. 2025. 31 f. Trabalho de Conclusão de Curso (Graduação em Pedagogia) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2025.https://repositorio.ufrn.br/handle/123456789/62636This paper addresses the interdisciplinarity between literature and mathematics and its effects on Elementary School I, from the perspective of a student of the Pedagogy course at the Federal University of Rio Grande do Norte, in the practice of the Supervised Internship for Elementary School - Initial Years. The study brings reflections on the importance of the challenges and possibilities of integrating these disciplines as tools for the cognitive and critical development of students. The theoretical framework is based on the works of Marly Amarilho (2019), who highlights literature as an essential practice in the critical and autonomous formation of the reader, and Ester Calland de Souza Roza and Maria Helena Santos Dubeux (2018), who highlight the importance of integrating different forms of literary expression in school and in the community, enabling the cognitive and emotional development of students, promoting reflections that connect the imaginary and reality, and Giardinetto (1999), who emphasizes the importance of contextualizing the teaching of mathematics in the daily lives of students. In addition, Smole stands out, valuing playfulness and imagination in the teaching of mathematics, contributing directly to more innovative and humanized pedagogical practices, inviting teachers to rethink their dynamics and see mathematics as a language present in various dimensions of knowledge in a creative way, in conjunction with the National Curricular Guidelines (2013) and the National Common Curricular Base (2018), which reinforce the relevance of approaches playful and integrative pedagogical practices. The methodology was the experience of educational practice carried out during the mandatory internship of the Pedagogy course at UFRN in the early years of Elementary School, and was carried out through observations, notes in a field diary, as well as bibliographic research and application of pedagogical practices during the teaching, including the creation of accessible teaching resources to meet the specific needs of the class, applying the principles of Universal Design, providing an educational environment that not only considers the diversity of students, but also allows everyone to participate in the learning process. The conclusion showed us that the interdisciplinary approach promotes greater student engagement, allowing them to connect different areas of knowledge in a practical and meaningful way. In addition, the importance of careful pedagogical planning and reflections on teaching practices for an inclusive and effective education is highlighted.Attribution 3.0 Brazilhttp://creativecommons.org/licenses/by/3.0/br/Práticas pedagógicasPedagogical practicesInterdisciplinaridadeInterdisciplinarityEnsino fundamentalElementary educationLiteraturaLiteratureMatemáticaMathematicsbachelorThesis