Narrative "from" and "regarding" in mathematical education in the childhood and the potentials of reflective registration in a teacher´s group

• Autor(a) principal: Azevedo, Priscila Domingues de
• Data de Publicação: 2021
• Outros Autores: Ciríaco, Klinger Teodoro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zero-a-seis
• Texto Completo: https://periodicos.ufsc.br/index.php/zeroseis/article/view/79180

We analyzed the reflective movement of a group of Childhood Education teacher´s in a collaborative work environment. Therefore, we seek to dialogue with data produced based on written narratives resulting from reports of experiences regarding experiences that involve mathematical knowledge developed with children aged 4 to 5 years and 11 months (pre-school). The theoretical framework discusses the need to create a curriculum for the childhood in wherein games, games and the resolution of unconventional problems are a repertoire of problematization of the teacher’s practice. The study is qualitative, descriptive-analytical nature, exploring the meanings attributed to the teacher's experience in a process of professional autonomy. It is possible to conclude that the writing itself gave opportunity to the recognition of the need to transgress the curriculum through the "mathematical look" of the small child.