Mathematics and Childhood in the “Nacional Curricular Referencial for early childhood education” a view from the historical-cultural theory : um olhar a partir da teoria histórico-cultural

Detalhes bibliográficos
Autor(a) principal: Araujo, Elaine Sampaio
Data de Publicação: 2010
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646696
Resumo: This article offers a discussion on the organization of mathematicsteaching as defined by the “Referencial Curricular Nacional para EducaçãoInfantil”- RCNEI (BRASIL, 1998). The aim of this text is to undertake a criticalreview of that document in mathematics, from the historical-cultural point of view. The study discusses issues related to the organizational structure of thedocument, childhood and mathematics and mathematical content. The analysisshows that the RCNEI, by not considering children in their condition, proposessome contents and activities which are decontextualized, that is, not onlydisconnected from childhood, but also from the historical-cultural production ofmathematical knowledge. For a curriculum proposal to guide the teaching ofmathematics in childhood education, it is defended that it is necessary toconsider the social and economic reality, the different teacher training levels, theschools dynamics and educational projects, the cultural nature of production ofmathematical knowledge and the learning and child’s developing movement. 
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spelling Mathematics and Childhood in the “Nacional Curricular Referencial for early childhood education” a view from the historical-cultural theory : um olhar a partir da teoria histórico-culturalMatemática e infância no “Referencial Curricular Nacional para a Educação Infantil”: um olhar a partir da teoria histórico-culturalCurrículoMatemáticaEducação infantil CurriculumMathematicsKindergartenThis article offers a discussion on the organization of mathematicsteaching as defined by the “Referencial Curricular Nacional para EducaçãoInfantil”- RCNEI (BRASIL, 1998). The aim of this text is to undertake a criticalreview of that document in mathematics, from the historical-cultural point of view. The study discusses issues related to the organizational structure of thedocument, childhood and mathematics and mathematical content. The analysisshows that the RCNEI, by not considering children in their condition, proposessome contents and activities which are decontextualized, that is, not onlydisconnected from childhood, but also from the historical-cultural production ofmathematical knowledge. For a curriculum proposal to guide the teaching ofmathematics in childhood education, it is defended that it is necessary toconsider the social and economic reality, the different teacher training levels, theschools dynamics and educational projects, the cultural nature of production ofmathematical knowledge and the learning and child’s developing movement. Este artigo discute a organização do ensino de matemática presente no “Referencial Curricular Nacional para Educação Infantil” - RCNEI. Na intenção de realizar uma análise crítica desse documento, na área de matemática, à luz da teoria histórico-cultural, o estudo abordou os aspectos relacionados à infância e à Matemática e aos conteúdos matemáticos. A análise permite concluir que o RCNEI, ao não considerar a criança em sua condição infantil, propõe atividades e conteúdos descontextualizados não apenas da infância, mas também da produção sócio-histórica do conhecimento matemático. Porém, para que uma proposta curricular oriente o ensino de Matemática na Educação Infantil, faz-se necessário considerar a realidade social e econômica, os diferentes níveis de formação dos professores, a dinâmica das escolas e de seus projetos pedagógicos, a natureza cultural da produção do conhecimento matemático e o movimento de aprendizagem e desenvolvimento da criança.Universidade Estadual de Campinas2010-12-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864669610.20396/zet.v18i33.8646696Zetetike; Vol. 18 No. 1 (2010): jan./jun. [33]; 137-172Zetetike; Vol. 18 Núm. 1 (2010): jan./jun. [33]; 137-172Zetetike; v. 18 n. 1 (2010): jan./jun. [33]; 137-1722176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646696/13598Brazil; 2009Brasil; 2009Copyright (c) 2014 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessAraujo, Elaine Sampaio2023-11-10T16:59:15Zoai:ojs.periodicos.sbu.unicamp.br:article/8646696Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-11-10T16:59:15Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Mathematics and Childhood in the “Nacional Curricular Referencial for early childhood education” a view from the historical-cultural theory : um olhar a partir da teoria histórico-cultural
Matemática e infância no “Referencial Curricular Nacional para a Educação Infantil”: um olhar a partir da teoria histórico-cultural
title Mathematics and Childhood in the “Nacional Curricular Referencial for early childhood education” a view from the historical-cultural theory : um olhar a partir da teoria histórico-cultural
spellingShingle Mathematics and Childhood in the “Nacional Curricular Referencial for early childhood education” a view from the historical-cultural theory : um olhar a partir da teoria histórico-cultural
Araujo, Elaine Sampaio
Currículo
Matemática
Educação infantil
Curriculum
Mathematics
Kindergarten
title_short Mathematics and Childhood in the “Nacional Curricular Referencial for early childhood education” a view from the historical-cultural theory : um olhar a partir da teoria histórico-cultural
title_full Mathematics and Childhood in the “Nacional Curricular Referencial for early childhood education” a view from the historical-cultural theory : um olhar a partir da teoria histórico-cultural
title_fullStr Mathematics and Childhood in the “Nacional Curricular Referencial for early childhood education” a view from the historical-cultural theory : um olhar a partir da teoria histórico-cultural
title_full_unstemmed Mathematics and Childhood in the “Nacional Curricular Referencial for early childhood education” a view from the historical-cultural theory : um olhar a partir da teoria histórico-cultural
title_sort Mathematics and Childhood in the “Nacional Curricular Referencial for early childhood education” a view from the historical-cultural theory : um olhar a partir da teoria histórico-cultural
author Araujo, Elaine Sampaio
author_facet Araujo, Elaine Sampaio
author_role author
dc.contributor.author.fl_str_mv Araujo, Elaine Sampaio
dc.subject.por.fl_str_mv Currículo
Matemática
Educação infantil
Curriculum
Mathematics
Kindergarten
topic Currículo
Matemática
Educação infantil
Curriculum
Mathematics
Kindergarten
description This article offers a discussion on the organization of mathematicsteaching as defined by the “Referencial Curricular Nacional para EducaçãoInfantil”- RCNEI (BRASIL, 1998). The aim of this text is to undertake a criticalreview of that document in mathematics, from the historical-cultural point of view. The study discusses issues related to the organizational structure of thedocument, childhood and mathematics and mathematical content. The analysisshows that the RCNEI, by not considering children in their condition, proposessome contents and activities which are decontextualized, that is, not onlydisconnected from childhood, but also from the historical-cultural production ofmathematical knowledge. For a curriculum proposal to guide the teaching ofmathematics in childhood education, it is defended that it is necessary toconsider the social and economic reality, the different teacher training levels, theschools dynamics and educational projects, the cultural nature of production ofmathematical knowledge and the learning and child’s developing movement. 
publishDate 2010
dc.date.none.fl_str_mv 2010-12-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646696
10.20396/zet.v18i33.8646696
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646696
identifier_str_mv 10.20396/zet.v18i33.8646696
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646696/13598
dc.rights.driver.fl_str_mv Copyright (c) 2014 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2014 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil; 2009
Brasil; 2009
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Zetetike; Vol. 18 No. 1 (2010): jan./jun. [33]; 137-172
Zetetike; Vol. 18 Núm. 1 (2010): jan./jun. [33]; 137-172
Zetetike; v. 18 n. 1 (2010): jan./jun. [33]; 137-172
2176-1744
reponame:Zetetiké (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Zetetiké (Online)
collection Zetetiké (Online)
repository.name.fl_str_mv Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv zetetike@unicamp.br
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