Educação para a coletividade: pressupostos para as atividades de matemática com crianças de 3 a 5 anos à luz da Teoria Histórico-Cultural
Abstract
This research results from a bibliographical and theoretical study about education for
collectivity in Childhood Education based on situations involving the teaching and learning of
mathematics in the light of the Cultural-Historical Theory. As a basis, we use the conceptual
assumptions of Lev Vygotsky and the authors of his School about the ontogenesis of human
development, namely cultural mediation, as well as the conceptions of Artur Petrovski and
Anton Makarenko about the consciousness of life in collectivity. Within the list of higher
psychic functions, we present mathematics as a science historically developed and shared by
humanity. Within the list of superior psychic functions, mathematics is presented as a science
historically elaborated and shared by humanity. Based on Vygotsky's fundamentals about
mathematics and the psychic development of humans, we note the child, specifically in Early
Childhood Education. For this, we consider the concept of periodization of development and
the main activity of the preschool age, which is role-playing, based on Alexei Leontiev and
Daniil Elkonin. We also adopt the conceptions of Ole Skovsmose's Critical Mathematics
Education, seeking to articulate mathematics teaching and the development of collective
consciousness in children from 3 to 5 years old. It highlights Skovsmose's idea of materacy and
mathematics as a tool for reading the world. This research aims to think about teaching and
learning children's mathematics through role-playing, contributing to a pedagogical practice
that promotes developmental and emancipatory teaching. The methodological path occurred
according to the Historical-Dialectical Materialism method and the genetic method, with
readings from books and classical theory authors, as well as current researchers who study the
theme. As a result, we highlight the assumptions of education for collectivity with mathematics
activities, such as mediation and teaching intentionality; main activity; play; conceptual
thinking; materacia, and collective ethics. Furthermore, two proposals of pedagogical practices
with children are presented, corroborating the idea that it is possible to have an education that
articulates the teaching of mathematics with the development of collective ethics, as advocated
by Makarenko.
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