Abordagem da matemática na educação infantil: percepções de educadores que atuam em escolas municipais de educação infantil em Erechim - RS

Abstract

The present work aims to understand how educators from municipal early childhood education schools in Erechim - RS, approach literacy and mathematics literacy in Early Childhood Education, in order to hear their voices in relation to the challenges and potential of working with mathematics in education. The methodology used in the work is qualitative, bibliographic, and exploratory research. To collect data, a questionnaire was created on Google Form with 10 questions that were answered by 8 teachers leading Early Childhood Education classes. The responses were analyzed based on some authors who explain the topic, such as Gomes and Bernardi (2022), Sousa (2019), Sandin and Muniz (2022) and Freitas (2022). The collected data was treated by creating graphs, describing the responses and approaching the theoretical framework, allowing a more comprehensive analysis and understanding of the mathematics teaching practices of teachers participating in the research. The study reveals aspects of the practice of a group of teachers who teach mathematics in early childhood education considering the classes taught in the year 2023 and their age group, their pedagogical practices involving mathematics, and the difficulties and challenges faced by the interviewed teachers. Finally, the results corroborate the existence of a mathematical pedagogical practice that aims at the protagonism, autonomy and interest of the child, and reaffirm the importance of offering support and preparation to teachers, through continued training, so that they can promote mathematical education quality in early childhood education.