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.