Problematizações a partir de situações emergentes do cotidiano : compreensões e possibilidades envolvendo relações quantitativas, medidas, formas e orientações espaço temporais em turmas de crianças de quatro anos
Fecha
2015-08-04Autor
Cavalcante, Naila Fernanda Matielo
Metadatos
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This work aims to analyze four-year-old children’s speech in problematizations that were
proposed by a teacher based in emerging situations present in the daily life of early childhood
education. Here, the speeches that indicate the mathematical notions are prioritized. The
questions that guided this research are listed as follows: Firstly, what mathematical notions can
be displayed by four-year old-children in emerging situations that are part of the daily life of
early childhood education? How can these emerging situations experienced during early
childhood education enhance teacher’s work in terms of planning problematizations for fouryear-
old children? The methodology is based on a qualitative perspective, specifically on
research that the teacher herself does as a researcher. The data analysis is based on an
interpretive vison of the children's manifestations expressed in a game context. In the analysis,
the children's dialogues are contemplated as the problematizations are performed, and they are
transcribed from video records. The research shows that the speeches, sensations, and children's
questions in their daily routine at Municipal Center of Childhood Education reveals that when
mathematical notions are considered by the teacher when planning problematizations that have
the composition of a game, they can provide the presentation and the construction of
mathematical language. These speeches and questions brought by children are related to
emerging everyday situations, and are understood as to trigger learning situations. This
perspective considers playing as the child's main activity and recognizes it as an active and
historical subject who is immersed in a world full of mathematical notions since its birth. The
problematization’s starting point, emerged from everyday situations, has proven to be a
methodology that allows children to solve problem situations and to give them a breeding
ground for developing mathematical notions in childhood education, respecting the needs and
reasons for their learning. The children's speeches are permeated of problematizations about
quantitative relations, measurements, shapes, and temporal space guidelines. Thus, when
problematizing emerging everyday situations, the teacher considers latent apprenticeships,
giving movement to the curriculum.