Geometria e educação infantil: percepções sobre o trabalho docente com crianças

Abstract

The present research is based on the following research question: "In what terms, the pedagogical practices developed by early childhood education teachers contribute to the construction of children's geometric thinking"? To this end, we adopt as theoretical foundation the ideas of Imbernón (2009, 2011), on the importance of continuing education, in Lorenzato (2018), and Valente (2014), addressing the geometry of the child, and in the official documents; RCNEI (1998), DCNEI (2009), and BNCC-EI (2017). In this vieis, the objective of this study is about: Investigate and develop pedagogical practices for early childhood education teachers that contribute to the construction of children's geometric thinking. Thus, the training process was developed in the Municipality of São Francisco do Pará, through a training course for 5 coordinators and 23 early childhood education teachers, in which the implementation took place in the first semester of 2022. The research method started from a qualitative approach of the participant research type. We opted for the Discursive Textual Analysis (ATD), by Moraes and Galiazzi (2011, 2016), to analyze the data collected, and the following instruments were used to construct the data collections; (I) questionnaire; (II) field diary, for systematic observations; (III) videos- audios. From this movement sprouted the activities that constitute the educational product in ebook format. Regarding the results, new paradigms emerge about the relevance of continuing education for the development of new practices, as well as for the individual and collective knowledge of the teacher about the investigated object.