Um estudo bibliográfico sobre ensino de matemática na educação infantil: a presença de componentes curriculares nos cursos de pedagogia da região sul

Abstract

This study addresses the absence / presence of Mathematics in Early Childhood Education in Pedagogy Courses at public institutions in the southern region of Brazil. Therefore, its objective is to analyze the curricular proposals of these courses with a focus on the curriculum components of Mathematics directed to Early Childhood Education. The study is characterized as a qualitative research through documentary and bibliographic analysis of the curricular syllabuses of these Pedagogy Courses in the face-to-face and distance modality. This study is theoretically based on authors who address the role of mathematics in Early Childhood Education, in addition to the curricular references of this school phase. When analyzing the curricular proposals and the respective syllabuses of the Pedagogy courses, a silencing of Mathematics in Early Childhood Education was identified, showing distance and dispersion in the curricular proposals, thus evidencing the discrepancy in the curricular organization of the courses offered for the initial training of teachers of the analyzed institutions.