A matemática nas salas ambiências em escolas de educação infantil no município de Cuiabá
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/1943 |
Resumo: | 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. |
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A matemática nas salas ambiências em escolas de educação infantil no município de CuiabáEducação infantilEducação matemáticaOrganização do espaçoSalas ambiênciasCNPQ::CIENCIAS HUMANAS::EDUCACAOEarly childhood educationMathematics educationSpace organizationRooms ambiencesThis 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.FAPEMATEsta pesquisa visa responder a questão desencadeadora: Como instituições de Educação Infantil do município de Cuiabá propõem e vivenciam a organização da Sala Ambiência de matemática? Para produção e análise dos dados pautamo-nos na teoria Histórico-Cultural aqui representada por Vygotsky (2007) e Leontiev (1991), na discussão sobre Educação Matemática na Educação Infantil (Moura, 2007; Araújo, Migueis, Nascimento, 2010; Palma, 2016), sobre a organização do espaço na Educação Infantil; (Forneiro 1998; Barbosa; Horn 2004; Horn 2007). Constitui objetivo geral dessa pesquisa: analisar as propostas para Sala Ambiência que trate dos conhecimentos matemáticos; analisar como professoras da ambiência compreendem o trabalho com a matemática na Educação Infantil, identificar e analisar as atividades propostas na Sala Ambiência de matemática, compreender quais e como são utilizados os materiais pedagógicos na ambiência, analisar as mediações pedagógicas propostas na ambiência da matemática e identificar e analisar as manifestações das crianças no espaço Sala Ambiência de matemática. A pesquisa configurou-se na abordagem qualitativa, do tipo exploratória, realizada em duas escolas da Rede Municipal de Ensino de Cuiabá, três turmas da Pré-escola de 4 e 5 anos. As fontes de produção de dados foram os questionários de caracterização das professoras, diário de campo, registros fotográficos e videográficos, cadernos das crianças, entrevista, documentos escolares e observação. Os dados produzidos foram lidos, transcritos, triangulados e organizados em eixos de discussão, a saber: O que as propostas pedagógicas revelam sobre a organização da ambiência de matemática; Como as professoras colaboradoras na pesquisa compreendem o trabalho em salas ambiências e a matemática na Educação; As mediações e as interações pedagógicas das professoras nas aulas de matemática; As manifestações das crianças na sala ambiência de matemática. Ao analisar a proposta pedagógica das escolas Corre-cotia e Esconde-esconde identificamos a ausência de uma discussão teórica-metodológica sobre organização pedagógica em Salas ambiências. Ao investigar como as professoras colaboradoras compreendem o trabalho com a matemática na Educação Infantil, constatamos que elas ainda concebem ter aulas estruturadas de matemática, com ênfase no número, prática essa que se aproxima muito do trabalho desenvolvido nos anos iniciais do Ensino Fundamental. Em relação às atividades, a maioria delas são rotineiras e desencadeadas a partir de folhas impressas. Entretanto, sinaliza-se uma tentativa de trabalho pedagógico com os jogos e brincadeiras. As mediações pedagógicas das professoras acabam se restringindo em orientar as crianças de como realizar os exercícios propostos e, portanto, as interações entre as criança-professora-espaço acabam não sendo potencializadas. Nesse sentido, as crianças vivenciam poucas oportunidades em que são desafiadas a pensar, imaginar, criar, interagir, construir e desenvolver, vivenciam poucas situações em que suas manifestações são valorizadas. Contudo, compreendemos que a matemática na Educação Infantil deve ser proposta e desenvolvida a partir de atividade que mobilizem as crianças a vivenciarem o conceito, valorizando sempre a especificidade da infância, possibilitando que sejam protagonistas de suas aprendizagens.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoPalma, Rute Cristina Domingos dahttp://lattes.cnpq.br/3331812490308225Palma, Rute Cristina Domingos da531.668.331-53http://lattes.cnpq.br/3331812490308225Wielewski, Gladys Denise502.478.161-91http://lattes.cnpq.br/4154014326253864531.668.331-53Drumond, Viviane496.801.531-34http://lattes.cnpq.br/4213090151645878Bispo, Jaqueline Freire2020-03-07T11:51:44Z2017-07-242020-03-07T11:51:44Z2017-04-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBISPO, Jaqueline Freire. A matemática nas salas ambiências em escolas de educação infantil no município de Cuiabá. 2017. 197 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017.http://ri.ufmt.br/handle/1/1943porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2020-03-10T07:03:06Zoai:localhost:1/1943Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2020-03-10T07:03:06Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
A matemática nas salas ambiências em escolas de educação infantil no município de Cuiabá |
title |
A matemática nas salas ambiências em escolas de educação infantil no município de Cuiabá |
spellingShingle |
A matemática nas salas ambiências em escolas de educação infantil no município de Cuiabá Bispo, Jaqueline Freire Educação infantil Educação matemática Organização do espaço Salas ambiências CNPQ::CIENCIAS HUMANAS::EDUCACAO Early childhood education Mathematics education Space organization Rooms ambiences |
title_short |
A matemática nas salas ambiências em escolas de educação infantil no município de Cuiabá |
title_full |
A matemática nas salas ambiências em escolas de educação infantil no município de Cuiabá |
title_fullStr |
A matemática nas salas ambiências em escolas de educação infantil no município de Cuiabá |
title_full_unstemmed |
A matemática nas salas ambiências em escolas de educação infantil no município de Cuiabá |
title_sort |
A matemática nas salas ambiências em escolas de educação infantil no município de Cuiabá |
author |
Bispo, Jaqueline Freire |
author_facet |
Bispo, Jaqueline Freire |
author_role |
author |
dc.contributor.none.fl_str_mv |
Palma, Rute Cristina Domingos da http://lattes.cnpq.br/3331812490308225 Palma, Rute Cristina Domingos da 531.668.331-53 http://lattes.cnpq.br/3331812490308225 Wielewski, Gladys Denise 502.478.161-91 http://lattes.cnpq.br/4154014326253864 531.668.331-53 Drumond, Viviane 496.801.531-34 http://lattes.cnpq.br/4213090151645878 |
dc.contributor.author.fl_str_mv |
Bispo, Jaqueline Freire |
dc.subject.por.fl_str_mv |
Educação infantil Educação matemática Organização do espaço Salas ambiências CNPQ::CIENCIAS HUMANAS::EDUCACAO Early childhood education Mathematics education Space organization Rooms ambiences |
topic |
Educação infantil Educação matemática Organização do espaço Salas ambiências CNPQ::CIENCIAS HUMANAS::EDUCACAO Early childhood education Mathematics education Space organization Rooms ambiences |
description |
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. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-07-24 2017-04-28 2020-03-07T11:51:44Z 2020-03-07T11:51:44Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
BISPO, Jaqueline Freire. A matemática nas salas ambiências em escolas de educação infantil no município de Cuiabá. 2017. 197 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017. http://ri.ufmt.br/handle/1/1943 |
identifier_str_mv |
BISPO, Jaqueline Freire. A matemática nas salas ambiências em escolas de educação infantil no município de Cuiabá. 2017. 197 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017. |
url |
http://ri.ufmt.br/handle/1/1943 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso (UFMT) |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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