Os conceitos matemáticos na educação infantil concepções e práticas a partir da BNCC: uma experiência numa escola do campo

Abstract

This study deals with the conceptions and practices of Mathematics teaching in Early Childhood Education based on BNCC guidelines in dialogue with the specifics of children and their reality in the context of Field Education. For that, it had as general objective: to investigate how children from 4 to 6 years old develop mathematical concepts in the context of Early Childhood Education in a rural school in the Municipality of Conde / PB. And as specific objectives, to discuss the teaching of mathematics in Early Childhood Education from the theoretical and practical assumptions of the National Curricular Common Base (BNCC); stimulate mathematical knowledge based on the guidelines proposed by the BNCC, considering, above all, the specificities of the local culture; to develop pedagogical practices among children from 4 to 6 years old who stimulate the mathematical knowledge being coherent with the educational policies directed to Early Childhood Education. It is characterized as a field research of qualitative approach and descriptive analysis. It used as data collection instruments, documentary research, direct observation and participant through pedagogical interventions and the experience report recorded in field diary and use of photographs. The research was carried out with children from 4 to 6 years of age who make up the group of children IV at the Escola José Albino Pimentel, which is located in the municipality of Conde / PB. This work contributes, in an incipient way, to transform the current panorama of this school, in that we highlight the debate, based on the theoretical documents and references, and that in the contact with the daily life of the School, reveals the difficulties that professionals and children in the context of this institution. Through the activities elaborated, this work can motivate the teachers to look for in the materials that are at their disposal, new teaching strategies to enrich their classes and to favor a full child development. The teaching of Mathematics in Early Childhood Education should be understood as a contextualized, playful and planned proposal according to the learning objectives and fields of experiences in which the pedagogical actions are constituted. Moreover, mathematics in the daily life of Infant Education is of utmost importance for the development of the child's logical reasoning, and must be worked in an interdisciplinary and transversal way, considering the reality of the student and interconnecting to other areas of knowledge such as culture, art, play and play.