| dc.description.abstract | This research aims to answer the triggering question: How institutions of Early Childhood
Education in the city of Cuiabá propose and experience the organization of the Ambiência de
matemática? For the production and analysis of the data, we are based on the HistoricalCultural theory represented here by Vygotsky (2007) and Leontiev (1991), in the discussion
on Mathematical Education in Infantile Education (Moura, 2007; Araújo, Migueis, 2016), on
the organization of space in Early Childhood Education; (Horn 1998). It is the general
objective of this research: to analyze the proposals for Sala Ambiência that deals with
mathematical knowledge; Analyze how the environment teachers understand the work with
mathematics in Child Education, identify and analyze the activities proposed in the Ambience
Mathematics Room, understand what and how the pedagogical materials are used in the
ambience, analyze the pedagogical mediations proposed in the ambience of mathematics and
identify And analyze the manifestations of children in the space Ambience of mathematics.
The research was based on the qualitative approach, of the exploratory type, carried out in two
schools of the Municipal Education Network of Cuiabá, three classes of the Pre-school of 4
and 5 years. The sources of data production were the questionnaires of characterization of
teachers, field diary, photographic and videographic records, children's notebooks, interview,
school documents and observation. The data produced were read, transcribed, triangulated
and organized into discussion axes, namely: What the pedagogical proposals reveal about the
organization of the mathematical environment; How the teachers collaborating in the research
comprehend the work in living rooms and mathematics in Education; The mediations and the
pedagogical interactions of the teachers in the mathematics classes; The manifestations of
children in the room math ambience. When analyzing the pedagogical proposal of the CorreCotia and Hidden-hide schools, we identified the absence of a theoretical-methodological
discussion about pedagogical organization in Salas ambiences. In investigating how the
collaborating teachers understand the work with mathematics in Early Childhood Education,
we find that they still conceive of having structured mathematics classes, with an emphasis on
number, a practice that closely approximates the work developed in the initial years of
Elementary School. In relation to activities, most of them are routine and unleashed from
printed sheets. However, there is an attempt at pedagogical work with games and games. The
pedagogical mediations of the teachers end up being restricted in guiding the children of how
to carry out the proposed exercises and, therefore, the interactions between the child-teacherspace end up not being potentialized. In this sense, children experience few opportunities in
which they are challenged to think, imagine, create, interact, build and develop, experience
few situations in which their manifestations are valued. However, we understand that
mathematics in Early Childhood Education must be proposed and developed from an activity
that mobilizes children to experience the concept, always valuing the specificity of childhood,
enabling them to be protagonists of their learning. | |
