Protagonismo infantil e saberes culturais ribeirinhos no ensino de Matemática na Educação Infantil
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Data
2017-06
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Neide, Italo Gabriel
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Este trabalho teve por objetivo investigar as contribuições de uma proposta de ensino, utilizando os saberes ribeirinhos das crianças por meio de jogos para o ensino de Matemática de modo que o Protagonismo Infantil seja favorecido. A pesquisa foi desenvolvida junto a uma professora de Educação Infantil e com um grupo de 14 crianças na faixa etária de 04 anos, de uma escola de Ensino Fundamental do município de Moju/PA, em que se buscou observar a atuação da professora e propor situações de aprendizagens diferentes da praticada para o favorecimento do Protagonismo Infantil. Foram oportunizadas duas situações de aprendizagens às crianças para a possibilidade da construção do conceito de altura por meio da comparação e medidas de árvores de açaí e pesado desenvolvido por meio de cachos de açaí, ambas oportunizadas em dois açaizais as margens do rio Moju. Os aportes teóricos que sustentam a investigação são as teorizações do campo da Matemática na Educação Infantil, Jogos, Saberes Culturais Ribeirinhos, Infância, Criança, Protagonismo Infantil e Planejamento com Enfoque Emergente. O estudo seguiu a abordagem qualitativa, e aproximando-se dos pressupostos da pesquisa-ação. A coleta de dados foi através de diário de campo, gravações de áudios e fotografias; na análise dos dados utilizou-se a Análise de Conteúdo proposta por Bardin (2009). A pesquisa evidenciou que: a) as crianças utilizaram comparações para a possibilidade de construção de conceitos matemáticos de altura e pesado; b) ao mesmo tempo em que as situações de aprendizagens favoreceram o Protagonismo Infantil, as crianças foram favorecidas por ele ao contribuírem com suas ideias e ações; c) os saberes culturais ribeirinhos por meio de jogos de perguntas e respostas possibilitaram as crianças agirem ativamente na construção do próprio conhecimento matemático. E por fim, a pesquisa vem trazer contribuições à Educação Infantil no ensino e na aprendizagem de Matemática, além de demonstrar formas de favorecer o Protagonismo Infantil.
The objective of this work was to investigate the contributions of a teaching proposal, using the knowledge of the riverside residents children through games for the teaching of Mathematics so that the Child Protagonism is favored. The research was developed together with a teacher of Early Childhood Education and a group of 14 children in the age group of 04, from a primary school in the municipality of Moju / PA, where it was looked for to observe the teacher's performance and propose situations of different learning from that practiced for the favoring of the Child Protagonism. Two learning situations were given to children for the possibility of constructing the concept of height through comparison and measurements of açaí trees and heavy by means of açaí bunches, both of which were opportunized in two açaí trees in the banks of the Moju River. The theoretical contributions that underpin the investigation are the theories of the field of Mathematics in Infantile Education, Games, riverside residents Cultural Knowledge, Childhood, Child, Child Protagonism and Planning with Emerging Focus. The study followed the qualitative approach, and approached the assumptions of action research. The data collection was through field diary, audio recordings and photographs; in the analysis of the data was used the Content Analysis proposed by Bardin (2009). The research evidenced that: a) the children used comparisons for the possibility of constructing mathematical concepts of height and weight; b) at the same time that the learning situations favored the Child Protagonism, the children were favored by him in contributing with his ideas and actions; c) riverside cultural knowledge through question and answer games enabled the children to act actively in the construction of their own mathematical knowledge. And finally, the research brings contributions to Infantile Education in the teaching and learning of Mathematics, beyond to demonstrating ways to favor Child Protagonism.
The objective of this work was to investigate the contributions of a teaching proposal, using the knowledge of the riverside residents children through games for the teaching of Mathematics so that the Child Protagonism is favored. The research was developed together with a teacher of Early Childhood Education and a group of 14 children in the age group of 04, from a primary school in the municipality of Moju / PA, where it was looked for to observe the teacher's performance and propose situations of different learning from that practiced for the favoring of the Child Protagonism. Two learning situations were given to children for the possibility of constructing the concept of height through comparison and measurements of açaí trees and heavy by means of açaí bunches, both of which were opportunized in two açaí trees in the banks of the Moju River. The theoretical contributions that underpin the investigation are the theories of the field of Mathematics in Infantile Education, Games, riverside residents Cultural Knowledge, Childhood, Child, Child Protagonism and Planning with Emerging Focus. The study followed the qualitative approach, and approached the assumptions of action research. The data collection was through field diary, audio recordings and photographs; in the analysis of the data was used the Content Analysis proposed by Bardin (2009). The research evidenced that: a) the children used comparisons for the possibility of constructing mathematical concepts of height and weight; b) at the same time that the learning situations favored the Child Protagonism, the children were favored by him in contributing with his ideas and actions; c) riverside cultural knowledge through question and answer games enabled the children to act actively in the construction of their own mathematical knowledge. And finally, the research brings contributions to Infantile Education in the teaching and learning of Mathematics, beyond to demonstrating ways to favor Child Protagonism.
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Palavras-chave
Educação Infantil; Situações de aprendizagens; Protagonismo infantil; Saberes ribeirinhos; Ensino de Matemática
Citação
SOUZA, Raimundo Gomes De. Protagonismo infantil e saberes culturais ribeirinhos no ensino de Matemática na Educação Infantil. 2016. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 28 out. 2016. Disponível em: http://hdl.handle.net/10737/1571.