As brincadeiras e as noções espaciais na educação infantil

Abstract

The present research aimed to answer "which spatial notions children of two classes of childhood education mobilize to play, and as the manifest?". The research problem delimited was analyzed from the contributions of Vigotski (1993, 2007), Leontyev (1991, 1991a, 2004) and Elkonin (1987), who supported us to understand the processes of learning and development of children of the studies of Wallon (1975, 1981) and Lurçat (1979), who helped us to understand the elaboration and ownership of spatial concepts by children; and the discussions presented by Duhalde and Cuberes (1998), Moura (1992, 1996, 2007, 2010), Lanner Moura (1995, 2007), Araújo (2005, 2010), Migueis and Azevedo (2007) and Souza (2007), about the Mathematical Education in and for childhood. The search was configured as a qualitative case study and was performed in a school of the Municipal School Network of Cuiabá, with two classes of childhood education that met children of 5 years. In order to promote the situations in which children could mobilise spatial concepts, we elaborated together with the teachers of classes, a proposal of intervention which consisted of five jokes related to space exploration, these being: Goat-blind, Helping the Red Riding Hood, Going by taxi, Four Corners and Quest for Booty. To capture the various manifestations of the children during the jokes, we used as instruments for data production records videography, photographic, pictorial of children and the researcher's field diary. The produced data were transcribed, read, triangulated and organized in episodes, which demonstrated the actions relating to spatial notions mobilized and expressed. These, in turn, were divided in scenes that evidenced the specific actions and important aspects present in each episode. From addition, were listed, , three categories, which are: The body speaks: the gestures as manifestation of spatial concepts; The oral language: communicating spatial concepts through the word; and Imagine, create, draw: the analysis of the pictorial records of children. The analysis of the data showed that the children of the survey participants mobilised notions of position, location, direction, direction and observed reference points. Still, from episodes and scenes analyzed, we found that children have intuitive notions about the space, its organization and on the spatial orientation. As regards their manifestations during the plays developed, it was observed the predominance of sign language, mainly, the gesture of point and the use of the body for the resolution of problems in space. With relation to the oral language, it was noticed that the children are elaborating elements to verbalize the notions mobilized - and we understand that this will occur gradually, to the extent that they recognize and appoint the quadrants bodily, projecting the objects in space. As regards the pictorial records, it is understood that the drawing to the child is a way to relive and mean the lived experience. When drawing, she extends its possibilities to understand the space and guide in him. After analyzing the data, it became clear that children can develop and expand spatial concepts, the proportion that they are offered everyday actions in different contexts, from playful and interactive situations. Thus, it highlights the importance of the presence of planning and pedagogical intent in the early childhood education stage.