A Literatura infantil e o trabalho pedagógico de matemática em turmas de escolarização do ensino fundamental

Abstract

The research portrayed in this dissertation has the general objective of analyzing the pedagogical work carried out with Children's Literature in the teaching and learning processes of Mathematics. And for specific objectives, a) discuss the conception of Children's Literature expressed by students in the 2nd year of schooling; b) discuss the possibilities of carrying out Mathematical Literacy with Children's Literature; c) discuss the literary practices used by teachers in the 2nd year of schooling; and d) discuss the importance of the pedagogical work of Mathematics and Children's Literature in the daily life of the Elementary School classroom. The problem presented for this research was: is Children's Literature part of the processes of teaching and learning Mathematics in 2nd year school classes? The study has a qualitative approach, carrying out Field Research and Literature Review. The techniques used to collect information and data were the carrying out of didactic and pedagogical activities related to Children's Literature and Mathematics with students from a 2nd year elementary school class, from a school in the state education network of Minas Gerais in the city of Montes Claros, and semi-structured interviews with eight teachers from three schools in the same education network, working in the same city, including the one from the class where the activities were developed. As results of carrying out didactic and pedagogical activities, we point out that the use of Children's Literature in Mathematics classes provides opportunities for reflection or dialogue on elements, aspects, ideas, mathematical concepts and other areas of knowledge, such as Portuguese Language, Geography, History, Science and others. We identified, through the teachers' narratives, that they demonstrate a didactic and pedagogical organization to begin work with Children's Literature in the classroom, in addition to having authority when planning, but we did not see in their responses the presence of this work with Mathematics.