A educação matemática para crianças do infantil V: refletindo as práticas de ensino.

Abstract

This work has the object of study Mathematics in Child Education, research in education and/or education in the field of knowledge. In this perspective, the general objective is to analyze how the process of Mathematics Education occurs and what conceptions teachers from Child Education have about this kind of teaching. Bringing the following question as a central problem of the research: How is Mathematics Education developed from the conceptions of the teachers of Early Childhood Education, in a municipal nursery in Lavras da Mangabeira-CE, specifically in the classes of Infantil V (child level V)? To do so, the research was characterized by a predominantly qualitative nature, through a field research, with the observation and semi-structured interview as instruments of data collection, which were applied with the teacher regent of the group observed and with the pedagogical coordinator of the institution. To do so, the research was characterized by a predominantly qualitative nature, through a field research, with the observation and semi-structured interview as instruments of data collection, which were applied with the teacher regent of the group observed and with the pedagogical coordinator of the institution. Subsequently, the data were evaluated from the content analysis, observing the teaching practices used for the teaching-learning process of Mathematics Education, the planning, the pedagogical accompaniment and the teaching principles of the interviewees. The results of this research reveal a certain concern on our part, future educators, regarding the organizational scenario of pedagogical practices that was found during the data collection. The teaching of mathematics derives from traditionalist structures on the part of educators, who restrict the prior knowledge of children, treating them as mere oppressed beings, who are in the classroom as recipients of knowledge. These educators also show that they are aware of the importance of using concrete methodologies to facilitate learning, but accommodation is a factor that makes it difficult to use these resources.