Geometria para crianças: o que dizem as professoras da educação infantil?

Detalhes bibliográficos
Autor(a) principal: Araújo, Amanda Souza
Data de Publicação: 2021
Outros Autores: Zogaib, Simone
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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spelling 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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dc.identifier.issn.none.fl_str_mv 1982-3657
dc.identifier.license.pt_BR.fl_str_mv Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es).
dc.identifier.doi.none.fl_str_mv 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).
url http://ri.ufs.br/jspui/handle/riufs/16420
http://dx.doi.org/10.29380/2021.15.05.19
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dc.relation.ispartof.pt_BR.fl_str_mv Anais do XV Colóquio Internacional Educação e Contemporaneidade
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