O espaço como elemento potencializador da mobilização e manifestação de noções matemáticas na educação infantil

Abstract

This study aims to understand how the intentionally organized space can potentiate and mobilize the manifestations of mathematical notions by children of Children Education. To support our research, we based on theorists who address human development in the historical and cultural perspectives, endorsed by Vigotsky (2007), Leontiev (2004), and Elkonin (1987). In relation to the discussions about spaces and scenarios in early childhood education, we highlight Zabalza (2007), Ceppi and Zini (2013), Carvalho (2010), Horn (2004); on play, Kishimoto (2016), (2013), (2011) and about the arguments on Mathematics in Early Childhood we emphasize Moura (2007), Migueis (2007), Palma (2016), Lanner de Moura (1995). We describe as a general objective of this research to understand how the organized space in scenarios can enhance the learning of mathematical notions in Children Education and the specifics in identifying which mathematical notions children mobilize when interacting in the organized space in scenarios, recognize how children manifest mathematical notions when playing in intentionally organized spaces, identify the contributions of organized space in scenarios for the development of children and their manifestations of mathematical notions when playing in early childhood education. To analyze the context of the research we present the qualitative approach and, accordingly, we discuss the space organized in scenarios where we discuss the singular understanding of childhood in organizing the thought and the appropriation of the historical and cultural perspectives from the experiences through play in organized space in scenarios. In this way, we idealized with the collaborating of the teacher, an intervention proposal in which we elaborated two scenarios called Feirinha and Pizzaria, carried out with two Children Education classes with five-year-old children in a public school unit, one in the morning and the other in the evening. The procedure was the observation and the instruments used in the production and analysis of the data were the videographic records, photographic and the field notebook. The data were transcribed, read and organized into episodes and scenes of the Feirinha and Pizzaria scenarios. Thus, the scenarios allowed the children to express through orality, gestures and pictographic records the mathematical notions when playing. In the Feirinha scenario, when they play counting money, paying with credit and debit cards, weighing products, identifying social codes used in commerce. In the Pizzeria scenario, these demonstrations emerged by mounting the pizzas, measuring the amount of dough, slicing it, serving the pizzas to the customers and distributing the cutlery on the tables to the customers. In this sense, the interactions in the Feirinha and Pizzaria scenarios allowed the children to express their knowledge of the mathematical notions that involve fundamental Numbers and Operations, the Monetary System, Time and Mass Measurement, Geometry, as well as the control and recording of data. quantities. We hope that the questions and discussions of this research can contribute to the reflections and debates on Mathematics in Early Childhood Education, in the organization of spaces, in which we highlight the importance of scenarios.