Ludicidade na alfabetização matemática: a transição da educação infantil para os anos iniciais

Abstract

The present Work of Conclusion of Course (TCC) presents a discussion about the ludic in mathematical literacy and its value in the transition from Early Childhood Education to the Initial Years. The choice of topic is of interest to the researcher given the reflections on the academic run and professional practice that allowed to trace the research problem: which proposals and aspects can be addressed in mathematical literacy to favor the transition from Early Childhood Education to the Initial Years. The goal outlined was to investigate proposals that favor mathematical literacy from Early Childhood Education to the Initial Years, in a perspective to reflect and dialogue from spaces and school proposals already experienced by the researcher. The research is characterized as qualitative, and the methodological path consists in bibliographic review and field research, in which was established an approximation between the theme and the practice of Early Childhood Education and Early Years teachers, analyzed from the collection of data via survey. Data analysis points to the presence of playfulness in the practice of the teachers involved, the comprehension of its relevance and, corroborating with the motivation from its research, the difficulties of maintaining the emphasis in playfulness proposals in the transition from Early Childhood Education to the Initial Years, having in mind the interviews about the possibilities of implementing the mathematical literacy. The presentation of playful proposals and aspects to consider in the planning to teach mathematically, according to the investigation and presentation, can contribute to the teaching practice and indicate a theme to be discussed and deepened in continuing education. The research constituted an exercise of reflexive practice for the researcher, who took ludic decisions from the teaching practice to analyze in the study context and reflect on theoretical references of playfulness, from mathematical literacy, school spaces, (re)elaborating and planning the mathematical literacy in the Initial Years. Furthermore, when dialoguing with teachers through interviews, one places in a collective, which understands itself as a member with a collaborative role to promote contributions through the research of Work of Conclusion of Course.