O desenvolvimento do pensamento lógico-matemático na Educação Infantil: primeiras aproximações para a sistematização do conceito numérico na perspectiva da Pedagogia Histórico-Crítica
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Data
2019-02-21
Autores
Carlos, Isabel Cristina Coutinho
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho aborda aspectos que contribuem para a pré-formação do conceito numérico na Educação Infantil sob a ótica da Pedagogia Histórico-Crítica (PHC), pois a mesma buscou responder à pergunta: Quais os aspectos necessários para a pré-formação do conceito numérico na criança de Educação Infantil? Para tanto, utiliza jogos, tornando a aprendizagem dos alunos mais dinâmica e significativa. Os objetivos da pesquisa foram: Identificar, descrever e analisar, sob a ótica da PHC, procedimentos, materiais e instrumentos para o ensino/aprendizado do pensamento lógico-matemático, na pré-formação do conceito numérico. A pesquisa também promove reflexões sobre a Educação Infantil na perspectiva da PHC, a periodização do desenvolvimento infantil e a função dos jogos no processo de desenvolvimento da aprendizagem. Também apresenta as teorias Piagetianas e Davidovianas sobre a formação do conceito numérico. Para esse trabalho, foi utilizado a pesquisa bibliográfica, numa abordagem qualitativa com características da pesquisa-ação. Como produto educacional, foram criados jogos que foram aplicados em uma sala de aula da Educação Infantil com a faixa etária de 4 e 5 anos de idade, com 20 alunos, numa escola municipal de uma cidade do interior do Estado de São Paulo. Os jogos foram desenvolvidos com base nos aspectos: classificação, agrupamento, correspondência biunívoca, sequenciação, inclusão, seriação/ordenação, conservação e reversibilidade. De posse dos dados coletados, por meio das observações e registros, foram feitas as discussões dos resultados que se apresentou satisfatório quanto à utilização de jogos na apropriação dos aspectos que permitem a pré-formação do conceito numérico, gerando uma aprendizagem mais significativa.
The present work addresses aspects that contribute to the pre-formation of the numerical concept in Early Childhood Education from the perspective of Historical-Critical Pedagogy (PHC), since it sought to answer the question: What aspects are necessary for the pre-formation of the numerical concept in kindergarten? To do so, it uses games, making student learning more dynamic and meaningful. The objectives of the research were: To identify, describe and analyze, from PHC's point of view, procedures, materials and instruments for the teaching / learning of logical-mathematical thinking, in the pre-formation of the numerical concept. The research also promotes reflections on Early Childhood Education from the perspective of PHC, periodization of child development and the role of games in the process of learning development. It also presents the Piagetian and Davidovian theories on the formation of the numerical concept. For this work, the bibliographic research was used, in a qualitative approach with characteristics of the action research. As an educational product, games were created that were applied in a classroom of Early Childhood Education with the age group of 4 and 5 years old, with 20 students, in a municipal school in a city in the interior of the State of São Paulo. The games were developed based on the aspects: classification, grouping, biunivocal correspondence, sequencing, inclusion, serialization / ordering, conservation and reversibility. With the data collected, through the observations and records, the discussions of the results were made, which proved to be satisfactory regarding the use of games in the appropriation of the aspects that allow the pre-formation of the numerical concept, generating a more meaningful learning
The present work addresses aspects that contribute to the pre-formation of the numerical concept in Early Childhood Education from the perspective of Historical-Critical Pedagogy (PHC), since it sought to answer the question: What aspects are necessary for the pre-formation of the numerical concept in kindergarten? To do so, it uses games, making student learning more dynamic and meaningful. The objectives of the research were: To identify, describe and analyze, from PHC's point of view, procedures, materials and instruments for the teaching / learning of logical-mathematical thinking, in the pre-formation of the numerical concept. The research also promotes reflections on Early Childhood Education from the perspective of PHC, periodization of child development and the role of games in the process of learning development. It also presents the Piagetian and Davidovian theories on the formation of the numerical concept. For this work, the bibliographic research was used, in a qualitative approach with characteristics of the action research. As an educational product, games were created that were applied in a classroom of Early Childhood Education with the age group of 4 and 5 years old, with 20 students, in a municipal school in a city in the interior of the State of São Paulo. The games were developed based on the aspects: classification, grouping, biunivocal correspondence, sequencing, inclusion, serialization / ordering, conservation and reversibility. With the data collected, through the observations and records, the discussions of the results were made, which proved to be satisfactory regarding the use of games in the appropriation of the aspects that allow the pre-formation of the numerical concept, generating a more meaningful learning
Descrição
Palavras-chave
Número, Jogos, Educação Infantil, Formação de conceito, Number, Games, Concept formation, Child education