Matemática e literatura infantil: possibilidades pedagógicas nos anos iniciais do ensino fundamental

Abstract

The present work has the general objective of discussing the use of Children's Literature as an possibility for the development of mathematical notions in a group of the 1st year of Elementary School and the specific objectives are: To conceptualize Mathematics and children's literature; Analyze what strategies the teacher uses to get the children's attention in Mathematics classes and at the time of storytelling in the classroom, and finally and most importantly; Understand through storytelling practices how to make text associations with the Mathematics discipline, in a municipal school in the city of Mataraca-PB. The research was theoretically supported by Bueno (2007), Smole and Diniz (2001), Maurício (2009), Cunha (2003), Coelho (2000), Paço (2009), Cademartori (1986). Official documents such as the National Common Curricular Base/BNCC (BRASIL), the National Education Guidelines and Bases Law/LDBEN (BRASIL, 1996) were also used. A questionnaire was applied to the class teacher and from it an Interdisciplinary Didactic Sequence was elaborated based on two children's literature: "A Casa Sonolenta" by Audrey Wood and "Um Amor de Confusion" by Dulce Rangel. The topics covered were: Portuguese Language - Reading/listening (shared and autonomous) and Mathematics: Numerical Sequence, Pairing, Quantities and Measures, Basic Facts of Addition and Subtraction and Order of Numbers. With that, the results obtained with the Didactic Sequence (SD), point out that the use of Children's Literature as an instrument to work Mathematics, shows itself as an acceptable methodology and that it has the potential to obtain considerable results.