RODRIGUES, F. D.; http://lattes.cnpq.br/9338396170260003; RODRIGUES, Fabrícia Duarte.
Resumen:
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.