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
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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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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 |
_version_ |
1798329590363455488 |