(Res) significação dos saberes docentes para educação infantil, a partir do diálogo com a Etnomatemática

Abstract

This research aims to describe and understand the continued formation process in dialogue with EtnoMathematics in a teacher`s group that teach in Children`s Education. The group educated, through a Study Integration Curriculum Activity, research and extension (ACIEPE) offered by the Sao Carlos Federal University. The research`s theoretical fundamentation considers the childhood`s conceptions and curriculum references (FARIA, 2011; PIMENTA, 2012); Etnomathematics` Principles (KNIJNIK, 2012; D`AMBROSIO, 2007) and the continued formation process and teachers` knowledge (FIORENTINI, 1998; TARDIF, 2002). The research is of qualitative nature, of the case study type. The following instruments constituted the data interpretation and analysis corpus: meetings` oral narration; written narrations produced by the teachers about the activities developed in class; initial and final questionnaires with the formation process evaluation and profile. This way, was used the data triangulation technique, crossing initially, each other and confronted with the theoretical framework. The analysis was organized from the formation process that included studies, activities planning and the results` socialization in class. From this process resulted three analysis and interpretation categories: educational experience in the Children`s Education; teachers knowledge for childhood and Etnomathematics principles, which were grouped in one single axis named "Formation Process". The partial results showed that the group`s constitution, causes in the subjects the reflection process and systematization development(individual and collective) which promotes educational practice s (res)signification indications in the Children`s Education. These (res)significations were highlighted in relation to childhood understanding and your culture destabilizing the entrenched practices in the work with Mathematics in the Children`s Education, to promote changes in the educational practices that enriches the children`s culture and the denial of early schooling of the first stage of the Basic Education.