Grandezas e medidas na Educação Infantil: o lado criançar na Matemática

Abstract

This study presents the educational processes throughout the composition of the master's research, based on an ethnographic inspiration, which aimed to analyze the relationships and productions on the mathematical thinking of magnitudes and measures, from a pedagogical space, with an Early Childhood Education class from a Municipal Early Childhood Education Center (CMEI), in the city of Ponta Grossa - PR. During the research process, new dialogues, experiences, experiences and learnings of the group - children and teacher-researcher - were manifested - about the composition of knowledge related to magnitudes and measures. The following research instruments were used: participant observation, field diary and interviews, to understand how children experience the classroom spaces to build mathematical thinking, so that interactions constitute new possibilities. As a theoretical contribution, to compose the dialogues, the reference authors were used. The ethnographic methodology was applied as an intervention method throughout 2022 and was established as a research practice during the course, in order to provoke them so that the composition of the group and their knowledge were highlighted. The text is subdivided into four chapters, which were structured during the research process on the relationship between children and Mathematics. It was possible to conclude that before thinking about Mathematics Education for Early Childhood Education, it is necessary to think of the child as a subject with rights and a producer of cultures, who through their experiences, interactions and games, make discoveries and it is in these discoveries that mathematical culture is constituted.