Matemática na pré-escola: concepções e desafios da prática pedagógica dos professores para uma aprendizagem significativa

Abstract

The present study focused the mathematics in preschool - challenges and conceptions of teachers' practice for a meaningful learning. The interest came from the reading of the article of Priscilla Monteiro (2010), revealing that currently, live in institutions of childhood education, several didactical approaches, supported on different conceptions about the work of mathematics. In view of the transformations that has been going to childhood education, against of the new conceptions of child and function of the childhood education, it's possible to assume that there are still remnants of old practices as to what to teach or what to learn in mathematics on preschool. The research aimed to identify and analyze the conceptions of teachers from childhood education about the work with the mathematics on preschool. It was performed a bibliographic research and of field, of qualitative character. The technique used was the interview, recorded on audio. Were chosen two teachers that work on pre-school of the municipal network of Paraipaba. The study highlights a brief historic of childhood education, the advances from the legislation, also discusses the role of the teacher and the child's learning and what based mathematics teaching on childhood education. The data analysis was based on studies of Simonetti and Leitão (2003), Cruz (2003), RCNEI (1998), Curriculum Guidelines for Early Childhood Education (2011), among others relevant to the subject of this scientific work. The data seems to point to contradictions in the practice of teachers, such as, lack of clarity in the proposed activities for children, lack of pedagogical institution and superficial understanding of the documents that guide the pedagogical practice. It is necessary to give continuity to the investigation and reflection about the conceptions from the teachers and the pedagogical practice and that dialogue spread to other teachers working on childhood education.