A matemática nas salas ambiências em escolas de educação infantil no município de Cuiabá

• Ano de defesa: 2017
• Autor(a) principal: Bispo, Jaqueline Freire
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação infantil; Educação matemática; Organização do espaço; Salas ambiências; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Early childhood education; Mathematics education; Space organization; Rooms ambiences
• Link de acesso: http://ri.ufmt.br/handle/1/1943

This research aims to answer the triggering question: How institutions of Early Childhood Education in the city of Cuiabá propose and experience the organization of the Ambiência de matemática? For the production and analysis of the data, we are based on the HistoricalCultural theory represented here by Vygotsky (2007) and Leontiev (1991), in the discussion on Mathematical Education in Infantile Education (Moura, 2007; Araújo, Migueis, 2016), on the organization of space in Early Childhood Education; (Horn 1998). It is the general objective of this research: to analyze the proposals for Sala Ambiência that deals with mathematical knowledge; Analyze how the environment teachers understand the work with mathematics in Child Education, identify and analyze the activities proposed in the Ambience Mathematics Room, understand what and how the pedagogical materials are used in the ambience, analyze the pedagogical mediations proposed in the ambience of mathematics and identify And analyze the manifestations of children in the space Ambience of mathematics. The research was based on the qualitative approach, of the exploratory type, carried out in two schools of the Municipal Education Network of Cuiabá, three classes of the Pre-school of 4 and 5 years. The sources of data production were the questionnaires of characterization of teachers, field diary, photographic and videographic records, children's notebooks, interview, school documents and observation. The data produced were read, transcribed, triangulated and organized into discussion axes, namely: What the pedagogical proposals reveal about the organization of the mathematical environment; How the teachers collaborating in the research comprehend the work in living rooms and mathematics in Education; The mediations and the pedagogical interactions of the teachers in the mathematics classes; The manifestations of children in the room math ambience. When analyzing the pedagogical proposal of the CorreCotia and Hidden-hide schools, we identified the absence of a theoretical-methodological discussion about pedagogical organization in Salas ambiences. In investigating how the collaborating teachers understand the work with mathematics in Early Childhood Education, we find that they still conceive of having structured mathematics classes, with an emphasis on number, a practice that closely approximates the work developed in the initial years of Elementary School. In relation to activities, most of them are routine and unleashed from printed sheets. However, there is an attempt at pedagogical work with games and games. The pedagogical mediations of the teachers end up being restricted in guiding the children of how to carry out the proposed exercises and, therefore, the interactions between the child-teacherspace end up not being potentialized. In this sense, children experience few opportunities in which they are challenged to think, imagine, create, interact, build and develop, experience few situations in which their manifestations are valued. However, we understand that mathematics in Early Childhood Education must be proposed and developed from an activity that mobilizes children to experience the concept, always valuing the specificity of childhood, enabling them to be protagonists of their learning.