Educa????o infantil: a constru????o do n??mero em atividades contidas em um livro did??tico de matem??tica

• Ano de defesa: 2017
• Autor(a) principal: Fernandes, Eunice Ramos de Carvalho
• Orientador(a): Vercelli, Ligia de Carvalho Ab??es
• Banca de defesa: Vercelli, Ligia de Carvalho Ab??es, Haas, C??lia Maria, Teixeira, Rosiley Aparecida, Castanha, Marisa Irene Siqueira, Severino, Francisca Eleodora Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gest??o e Pr??ticas Educacionais
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: livro did??tico; atividades de matem??tica; educa????o infantil; constru????o do n??mero; crian??as de 5 anos
• Palavras-chave em Inglês: textbook; mathematics activities; early childhood education; number construction; children aged 5 years
• Palavras-chave em Espanhol: libros de texto; actividades de matem??ticas; educaci??n infantil; n??mero del edif??cio; los ni??os de 5 a??os
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1592

The present research aims to analyze if the mathematical activities contained in Buriti Mirim's collection of textbooks of Editora Moderna, directed to Early Childhood Education, provide the construction of the number for young children. As specific objectives, we highlight the following: the book has classification, serialization and ordering activities since they are fundamental for number construction, observing how the class teacher uses this instrument and observing what strategies the children use to carry out the activities. The research was conducted in the last cycle of a private school of Early Childhood Education located in the city of S??o Paulo which adopts the material in question and the subjects were seven children aged five years and a teacher. We used a qualitative methodological approach and, as an instrument of data collection, we made use of participant observation. The analysis of the data was based on the proposal of content analysis of Bardin. As a theoretical reference, we will betake the following authors: Piaget (2013), Kamii (2012), Ramos (2009) to substantiate the number construction category; Barbosa (2009), Campos (2005), Campos et al. 2011), Oliveira (2010) to support the category early childhood education; Gomes and Magalh??es (2012), D'Ambrosio (2005, 2012), Zorzan (2007) Skovsmose (2013) to base the category mathematics. We also analyzed some documents that rules Early Childhood Education. As a result, we find out that the book has concerns about working with children and not just records of activities. It contributes to the teaching of the National Curricular Reference Framework for Early Childhood Education (RCNEI), although many activities starts with the teacher and not with the child as the protagonist. Some activities have an end in itself. The playful is part of the universe of children and, in general, helps the development of logical-mathematical reasoning, favoring the construction of numbers. The book's activities works only as a resource for the teacher and not as an indispensable tool.