Formação continuada de professores para o ensino de geometria nos anos iniciais: um olhar a partir do PNAIC

• Autor(a) principal: Ferreira, Edilson Pascoal
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/41848
• topic: Formação Continuada de Professores; PNAIC; Geometria

The present article reports the continuity of a work carried out during the Supervised Internship at a private school located in the Alecrim neighborhood in Natal / RN, Promoting Continuing Education of Early Childhood Teachers, having as main tool the PNAIC (Literacy Pact in the Right Age), material produced for the training of literacy teachers, based on the content of Literacy and Mathematics, in care for children up to 8 years of age, reflecting on the experience in the Internship, the use of the PNAIC, showing how the material can help teachers, workshops, reports on activities with students, the importance of the PNAIC, its organization, its importance, the choice of material, the teaching of geometry according to the PNAIC guidelines, which is geometry and with contemplates, relation with art and what the early NCPs talk about the importance of geometry. However, for the methodological construction of this work, it became necessary to use theorists and fundamental references for a foundation on the context of Continued teacher training in geometry. It is worth mentioning Brazil (2014), Tardif (2000), KAMII, (1998) Freire (1996), and other relevant authors who discuss the subject in order to criticize and reflect on the already systematized knowledge and to provoke the insertion of new points of the need, presence and relevance of the teaching of geometry.