Matemática na educação infantil: relação do ensino e aprendizagem

Abstract

The teaching-learning relationship in education makes possible a reflection on the pedagogical practices in the classroom and how the negative experiences can influence the pupil to have a misconception about mathematical education. Faced with this panorama, we question the teaching practices of teachers of children's education and how they can stand out for a new conception of education. The present study aims to understand the relationship between teachers and mathematics education in the initial grades. The methodology used was the bibliographical and field research, with a qualitative approach, carried out through the application of semi-structured questionnaires to four teachers working in children's education, two of public school and two of private school, all in the city of João Pessoa- PB. The research is based on the evaluative conceptions of the legal provisions (Law on the Guidelines and Bases of National Education - LDBEN, Law No. 9.394 / 96, and the National Curriculum Framework for Early Childhood Education - RCNEI) 1994), Weisz and Sanchez (2009), among others, on the teaching practice, regarding the methodology of scientific work. The data of this research indicate that the autonomy and commitment of teachers of mathematics education are the differential in pedagogical practice, since they have the power to disseminate knowledge in the school context. Thus, it is considered that reflection is a constant in the life of the teacher, emphasizing the importance of continuing education and timely intervention, provoking curiosity in the search for knowledge.