Geometria para crianças: o que dizem as professoras da educação infantil?
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo de conferência |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/16420 http://dx.doi.org/10.29380/2021.15.05.19 |
Resumo: | This text goes through the spheres of teacher training, mathematics education and early childhood education, focusing on the field of geometry. It refers to an excerpt from the final work of the Pedagogy course, and aims to analyze the conceptions of early childhood education teachers from a school in the city of São Cristóvão, regarding the work with geometry in early childhood education. With a qualitative approach, the research process took place from a case study with four early childhood education teachers from that school. Data analysis was based on the participants' responses to a questionnaire on the subject under study. Four categories guided the analysis: importance of working with geometry in early childhood education; geometric knowledge necessary for children in kindergarten; strategies and resources used to work geometry in early childhood education; initial and continuing education in geometry for children. As a main result, we highlight the emphasis on geometric figures at the expense of working with a child's spatial sense, the presence of playful activities as mobilizing learning, including geometry, and the gaps regarding geometric knowledge in training processes, both initial and continued of the teachers. |
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Araújo, Amanda SouzaZogaib, Simone2022-10-07T22:55:06Z2022-10-07T22:55:06Z2021-091982-3657http://ri.ufs.br/jspui/handle/riufs/16420Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es).http://dx.doi.org/10.29380/2021.15.05.19This text goes through the spheres of teacher training, mathematics education and early childhood education, focusing on the field of geometry. It refers to an excerpt from the final work of the Pedagogy course, and aims to analyze the conceptions of early childhood education teachers from a school in the city of São Cristóvão, regarding the work with geometry in early childhood education. With a qualitative approach, the research process took place from a case study with four early childhood education teachers from that school. Data analysis was based on the participants' responses to a questionnaire on the subject under study. Four categories guided the analysis: importance of working with geometry in early childhood education; geometric knowledge necessary for children in kindergarten; strategies and resources used to work geometry in early childhood education; initial and continuing education in geometry for children. As a main result, we highlight the emphasis on geometric figures at the expense of working with a child's spatial sense, the presence of playful activities as mobilizing learning, including geometry, and the gaps regarding geometric knowledge in training processes, both initial and continued of the teachers.O presente texto perpassa pelas esferas da formação docente, da educação matemática e da educação infantil, concentrando-se no campo da geometria. Refere-se a um recorte do trabalho de conclusão do curso de Pedagogia, e têm como objetivo analisar as concepções das professoras de educação infantil de uma escola do município de São Cristóvão, a respeito do trabalho com a geometria na educação infantil. Com uma abordagem qualitativa, o processo de pesquisa ocorreu a partir de um estudo de caso com quatro professoras de educação infantil da referida escola. A análise dos dados se deu a partir das respostas das participantes a um questionário sobre a temática em estudo. Quatro categorias orientaram a análise: importância do trabalho com geometria na educação infantil; conhecimentos geométricos necessários para crianças da educação infantil; estratégias e recursos utilizados para trabalhar geometria na educação infantil; formação inicial e continuada sobre geometria para crianças. Como resultado principal, destacamos a ênfase nas figuras geométricas em detrimento do trabalho com o sentido espacial infantil, a presença das atividades lúdicas como mobilizadoras das aprendizagens, inclusive da geometria, e as lacunas referentes ao conhecimento geométrico nos processos de formação, tanto inicial como continuada das professoras.São CristóvãoporGrupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON)Anais do XV Colóquio Internacional Educação e ContemporaneidadeEducação infantilGeometriaConcepções de professoresPreeschool educationGeometryGeometria para crianças: o que dizem as professoras da educação infantil?Geometry for children: what do kindergarten teachers say?info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTGeometriaParaCriancas.pdf.txtGeometriaParaCriancas.pdf.txtExtracted texttext/plain60035https://ri.ufs.br/jspui/bitstream/riufs/16420/3/GeometriaParaCriancas.pdf.txt6d2647f52aceffe5dcc495a705c1f61fMD53THUMBNAILGeometriaParaCriancas.pdf.jpgGeometriaParaCriancas.pdf.jpgGenerated Thumbnailimage/jpeg2159https://ri.ufs.br/jspui/bitstream/riufs/16420/4/GeometriaParaCriancas.pdf.jpg295e43b7dff16fe9ec7168a0206cdcb6MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/16420/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALGeometriaParaCriancas.pdfGeometriaParaCriancas.pdfapplication/pdf184343https://ri.ufs.br/jspui/bitstream/riufs/16420/2/GeometriaParaCriancas.pdff9487353fbe6117a47d1dcda3d6e5b2fMD52riufs/164202022-10-07 19:55:06.495oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-10-07T22:55:06Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Geometria para crianças: o que dizem as professoras da educação infantil? |
dc.title.alternative.eng.fl_str_mv |
Geometry for children: what do kindergarten teachers say? |
title |
Geometria para crianças: o que dizem as professoras da educação infantil? |
spellingShingle |
Geometria para crianças: o que dizem as professoras da educação infantil? Araújo, Amanda Souza Educação infantil Geometria Concepções de professores Preeschool education Geometry |
title_short |
Geometria para crianças: o que dizem as professoras da educação infantil? |
title_full |
Geometria para crianças: o que dizem as professoras da educação infantil? |
title_fullStr |
Geometria para crianças: o que dizem as professoras da educação infantil? |
title_full_unstemmed |
Geometria para crianças: o que dizem as professoras da educação infantil? |
title_sort |
Geometria para crianças: o que dizem as professoras da educação infantil? |
author |
Araújo, Amanda Souza |
author_facet |
Araújo, Amanda Souza Zogaib, Simone |
author_role |
author |
author2 |
Zogaib, Simone |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Araújo, Amanda Souza Zogaib, Simone |
dc.subject.por.fl_str_mv |
Educação infantil Geometria Concepções de professores |
topic |
Educação infantil Geometria Concepções de professores Preeschool education Geometry |
dc.subject.eng.fl_str_mv |
Preeschool education Geometry |
description |
This text goes through the spheres of teacher training, mathematics education and early childhood education, focusing on the field of geometry. It refers to an excerpt from the final work of the Pedagogy course, and aims to analyze the conceptions of early childhood education teachers from a school in the city of São Cristóvão, regarding the work with geometry in early childhood education. With a qualitative approach, the research process took place from a case study with four early childhood education teachers from that school. Data analysis was based on the participants' responses to a questionnaire on the subject under study. Four categories guided the analysis: importance of working with geometry in early childhood education; geometric knowledge necessary for children in kindergarten; strategies and resources used to work geometry in early childhood education; initial and continuing education in geometry for children. As a main result, we highlight the emphasis on geometric figures at the expense of working with a child's spatial sense, the presence of playful activities as mobilizing learning, including geometry, and the gaps regarding geometric knowledge in training processes, both initial and continued of the teachers. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-09 |
dc.date.accessioned.fl_str_mv |
2022-10-07T22:55:06Z |
dc.date.available.fl_str_mv |
2022-10-07T22:55:06Z |
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http://ri.ufs.br/jspui/handle/riufs/16420 |
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1982-3657 |
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Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
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http://dx.doi.org/10.29380/2021.15.05.19 |
identifier_str_mv |
1982-3657 Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
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http://ri.ufs.br/jspui/handle/riufs/16420 http://dx.doi.org/10.29380/2021.15.05.19 |
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por |
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Anais do XV Colóquio Internacional Educação e Contemporaneidade |
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Grupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON) |
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Grupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON) |
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