Literatura infantil e a metodologia de ensino Sequência Fedathi: ladrilhando o letramento matemático

Abstract

Children's Literature is a vast universe of possibilities for fostering the development of children in a creative and imaginative way, when mediated by reflective pedagogical practices that connect the content taught to students9 realities, thus promoting the construction of knowledge about the world and the self. This research addresses the following question: How can Children's Literature contribute to Mathematical Literacy through the Fedathi Sequence teaching methodology? The general objective was to understand the contributions of Children's Literature to the development of Mathematical Literacy in the pedagogical practice of teachers in the early years of Elementary School, in articulation with the Fedathi Sequence. In accordance with this goal, the thesis focuses on the investigation of Children's Literature as a pedagogical tool that contributes to the development of Mathematical Literacy, in harmony with the aforementioned methodology. To this end, it is essential to adopt a methodology that embraces this alliance in an analytical and reflective manner, from planning to execution, considering the student as a protagonist in the teaching and learning process of mathematics through literature. The Fedathi Sequence serves as a guiding methodology, enabling the consolidation of this partnership with successful outcomes. Given the nature of the object of study, the research adopts a basic qualitative approach, with bibliographic and collaborative characteristics, and an exploratory and descriptive nature in relation to its objectives. Data were produced through formative meetings, reflective sessions, children's stories created by teachers during workshops, and didactic sessions based on the stories developed in the final module of an extension course. The data were analyzed using the Fedathi Sequence Methodology for Data Analysis (SFMAD), considering its subphases in the unveiling of the research in progress. The research took place during two editions of an extension course promoted by the Research Group Tecendo Redes Cognitivas de Aprendizagem – GTERCOA/CNPq, affiliated with the Federal University of Ceará (UFC). Participants were public school teachers who teach mathematics in the early years of Elementary Education. It is worth highlighting that two editions of the course were conducted. The findings indicate that Children's Literature, when supported by the Fedathi Sequence methodology, proves to be a valuable ally in promoting mathematical literacy, particularly by enhancing students9 engagement in storytelling and story creation processes, and enabling a more dynamic and context-connected understanding of mathematical concepts.