Matemática na educação infantil: uma análise de componentes curriculares de cursos superiores presenciais catarinenses de pedagogia

Abstract

Mathematics is indispensable in the cognitive development of children, and it is extremely important to build and develop mathematical notions in this initial phase. In this way, we seek to understand the initial formation of the educator with a focus on mathematics destined for Early Childhood Education, defining as a general objective: to investigate how Mathematics in Early Childhood Education is treated by the On-Site Higher Education Courses of Pedagogy in Santa Catarina. Methodologically, an exploratory documentary research was carried out, verifying data related to the Pedagogy courses, based on the Pedagogical Projects of the Courses (PPCs) that made up the research corpus. The corpus of analysis was defined from the initial data raised on the e-Mec Portal, obtaining 48 registered courses, of which 12 presented problems when trying to access the information. Considering this number, 36 courses have websites and some accessible information. However, only seven courses had their PPCs available, thus composing the research corpus. According to the documents found, we sought to analyze in detail the general information about the courses, their creation, the profile of the egress, the objectives of the courses, the curricular matrices, the menus and the bibliographical references. The courses arise from regional demands to train qualified professionals to work in Early Childhood Education, Early Years, and even in EJA (Education for Adults and Young People) and education in non-school spaces, and however, seeking to promote comprehensive training, in addition to highlighting some aspects that involve research, critical reflection and contextualized pedagogical practice. When analyzing the syllabi of the curricular components focused on Mathematics in Early Childhood Education (ECE), only two courses were identified, of the seven analyzed, they treat ECE in a particular way, while the other courses have their curricular components linked to the Early Years. About the bibliographic referendes, authors such as: Sérgio Lorenzato, Constance Kamii, Patrícia Cândido, Kátia Stocco Smole and Maria I. Diniz, the most recurrent, predominate. It is hoped that the results of this study may contribute to a reflection on the training of Pedagogy professors, especially with regard to aspects of Mathematics for Early Childhood Education.