A literatura infantil no processo de alfabetização matemática nos anos iniciais do ensino fundamental

Abstract

This research addresses the theme “Children's Literature in the Process of Mathematical Literacy”,whithin the field of Mathematics Education. It seeks to answer the following research question: Can Children's Literature contribute to the process of Mathematical Literacy in the Early Years of Elementary School? The general objective is to analyze Children's Literature as a teaching and learning possibility in the process of Mathematical Literacy in the Early Years of Elementary School. The specific objectives are: a) to examine the teacher training curriculum for the Early Years of Elementary School; b) to discuss teachers' perceptions of the relationship between Children's Literature and Mathematics as a curricular proposal for their classes, c) to present the practical activities carried out in the classroom, integrating Children's Literature and Mathematics. The research adopts a qualitative approach, conducted through a Narrative Literature Review and Field Research. The procedures included semi-structured interviews applied to Early Years Elementary School teachers in the city of Brasília de Minas, Minas Gerais, followed by pedagogical practice activities developed in the class of one of the teachers participating in the interview process. The theoretical framework was built with the support of authors such as Santos (2020), Abramovich (1999), Coelho (2000), Cosson (2021), Smole, Cândido, and Stancanelli (1999), and Soares (2020), aiming to achieve a deeper understanding of the subject. Based on the narratives of the teachers, the results of our research indicate that, although the integration of Children's Literature and Mathematics is considered possible and capable of contributing to the process of Mathematical Literacy, it is not systematically worked on or prioritized by the Early Years teachers who were interviewed. This is possibly due to some challenges, such as lack of time resulting from content overload, initial and continuing education with gaps that do not emphasize the importance of Children's Literature integrated with Mathematics, or the absence of a pedagogical understanding of this proposal.