Narrativa autobiográfica de uma professora da educação infantil: sentidos e experiências com a linguagem matemática

Abstract

This master's dissertation, linked to the Professional Postgraduate Program in Education (PPGPE) of the Federal University of São Carlos (UFSCar), aimed to analyze, based on the autobiographical narrative, the contributions of the professional master's degree and participation in a study group on Mathematics Education in Early Childhood Education for working with mathematical language. The research is part of the production of "MANCALA – Study and Research Group in Mathematical, Cultural Education and Teacher Training" (CNPq). To this end, it is based on the life experience, in training, of the teacher-researcher and author of the work in question. In methodological terms, for the operationalization of the study, supported by the qualitative approach, the following data production instruments were used: the teacher-researcher's field diary and the work with the narrative of self as direct sources. The theoretical framework contemplates issues related to the field of Early Childhood Education, Mathematics Education in childhood and narratives as a perspective of teacher training based on reflection on practice. The results achieved, based on the research developed, imply bringing mathematical language into the context of Early Childhood Education in a playful, meaningful way and taking into account the specificities of babies and children, rethinking actions, transforming them, while transforming oneself, enhancing the senses and experiences in encounters and delights with Mathematics. Furthermore, the perspective, with the conclusion of the study, lies in implementing experiences with children, from a very early age, of an intentional nature, thus guaranteeing the right to development and learning based on mathematical exploration in different spaces and times. Researching the movement of oneself, through the bias of autobiographical research, placed the author in a therapeutic position to understand the senses and experiences that emerge from the constitution of her identity as a childhood educator who seeks to contribute to human development.