Kindergarten and pre-school educators researching and reflecting about their own practice in mathematics

• Autor(a) principal: Grando, Regina Célia
• Data de Publicação: 2007
• Outros Autores: Nacarato, Adair Mendes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educar em Revista
• Texto Completo: https://revistas.ufpr.br/educar/article/view/11386
• topic: investigação da própria prática; jogos e brincadeiras; registro; investigating one’s own practice; games and plays; register

This research was carried out by a group of 23 kindergarten and pre-schoolteachers involved in a project on continuous formation in an academicenvironment. Their question for investigation was: which dynamicsexperienced by a group of undergraduate kindergarten and pre-school teachersallowed the professional learning of mathematics? The aims of the researchwere (1) to identify the types of theoretical interpretations and workingdynamics for the integration of theory and practice that produce meaningsfor the reflections on the teaching practice, and (2) to analyze the formationcontexts in which the teacher becomes an investigator of his/her own practice. Itis a qualitative approach whose documentation includes a starting questionnaire(personal characteristics), reflective registers on the importance of gamesand the dynamics experienced by the formation group, and an investigationwork developed in classrooms. Among all the dynamics that revealed signsof professional learning, we point out at (I) the child’s register, which makesit possible to have an investigation of his/her own practice; (II) the theoreticalinterpretations that give the teaching practice sense; (III) the kindergarten gamesand plays allowing a curricular dimension for mathematics in kindergarten; and(IV) the appropriation and (re)signification of “letting speak” by the teacherswho worked with the dynamics.