Matemática na escola : narrativas de professoras sobre o processo de transição da educação infantil para o ensino fundamental

• Ano de defesa: 2016
• Autor(a) principal: Silva, Lezi Aparecida da
• 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; 1o ano do Ensino Fundamental; Transição; Educação matemática; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Early education; 1st year of elementary school; Transition; Education mathematics
• Link de acesso: http://ri.ufmt.br/handle/1/1033

The guiding question is “What manifest the narratives of teachers, school coordinators and coordinators of the municipal secretary SME on the work done with math in the process of transition from pre-school to 1st grade of Basic Education(EF)?”. The present research have the intention of achieving analyze the narratives of teachers, school supervisors of the Municipal Secretary of Education of Varzea Grande about the work done with Math in the process of transition from pre-school to 1st grade of Basic Education(EF). For the discussions and understanding of facts that involve the child transition in the childhood phase is based mainly in Albuquerque an Protasio (2005), Mello (2005,2014), Kramer (2006), Gorni (2007), Campos (2007), Campos (2007), Neves et al (2011), Barbosa e Delgado (2012). For discussions about Math Education in childhood is based in studies of Moura(2007), Azevedo (2007), Ciriaco (2012), Neves (2012), Moyses (2012), Nakazawa e Palma (2014), who founded this area of knowledge based in the Cultural Historic perspective. This is a qualitative exploratory research, that has the main source of information the narrative interview, which based ourselves in the studies of Cunha(1997), Freitas e Fiorentine (2007); Gaskell (2004) e Clandinin & Connelly (2011). The interview was composed by thematics, that allows collaborators to have to freedom to brood about the themes: Pre-school, first grade of Basic Education, Educational practices, Math on early education and early years, child’s transition from pre-school to the 1st year of basic education. In this sense, the use of the narratives allowed us to give voice to our collaborators, which we believe to be the protagonist and authors of their own history in the course of their professional performance.To analyze the informations we intend to take the position to interpret and understand the context in which they are immersed the narratives, conditions and what guidelines the collaborators say about the transition phases of the child the concludes the pre-school and joins the first grade of Basic Education, specially about the pedagogical work developed with Mathematics. The results indicate in general that the work done with the Mathematics in the transition phase has emphasis in teaching the numeral.We identified that the statements of the teachers and coordinators of the schools are close to flag the mathematical contents to be developed, so the work presented part of the orality to reach the activities of records, revealing an empiric, of character utility on the work they do. We emphasize that the activities systematized to not explore and neither value the spontaneity of the child. The narratives of the coordinators of the Municipal secretary of education, recognize the absence of a separate document to guide the pedagogical work, especially those involving mathematics in the municipal school system, however highlight the content space and time as being of fundamental importance to be developed both in pre-school, and 1st year. On the transition between stages of EL to EF, the narratives of our collaborators, demonstrate the absence of a municipality’s own document, as well as theoretical and methodological guidance to work in this period of a child’s school life. In the context of our research, we believe that there is some weakness in educational referrals, and lack of coordination of actions among professionals working in the first two stages of basic education, so that they are guaranteed continuity in the learning process and development of children. In this sense, we analyze the mathematics in the EL transition to the EF, is offered the child in a manner devoid of its historical and social significance in reaving the urgency of educational practices that meet the specific childhood.