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A matemática na hora do conto : contributo de dois contos populares de expressão oral para o desenvolvimento de capacidades matemáticas explorados na prática educativa de uma educadora de infância
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Esta investigação enquadra-se na Educação Pré - Escolar no domínio da matemática e
tem como objectivo analisar de que forma a prática pedagógica de uma Educadora de Infância -
ao narrar dois contos populares de expressão oral - potencia ou não um ambiente propício para a
emergência do pensamento matemático neste nível de ensino. Para tal, definiram-se três
objectivos de investigação: (i) Perceber qual a importância que o Educador dá, na sua prática, ao
desenvolvimento de capacidades em matemática, (ii) Compreender qual a importância que o
Educador de Infância dá ao desenvolvimento de capacidades em matemática, quando propõe
actividades de ensino aprendizagem, a partir dos dois contos populares de expressão oral. (iii)
Apreender como é que as crianças desenvolvem colectivamente capacidades em matemática,
quando escutam os dois contos. Paralelamente, tentava-se compreender como a Educadora
desenvolve o domínio da matemática no âmbito da sua prática.
Este estudo insere-se numa abordagem de investigação qualitativa, de carácter descritivo e
interpretativo, utilizando a técnica de pesquisa do tipo etnográfico e o estudo de caso, no qual a
investigadora adopta o papel de observadora participante.
O estudo de caso qualitativo foi alicerçado em duas entrevistas semi- estruturadas (uma
no inicio da investigação, a outra no final do trabalho de campo), na observação participante de
dois dias completos por semana ao longo do mês de Maio, registadas através de notas de campo,
e das observações (registadas em vídeo) das actividades de ensino aprendizagem, propostas pela
Educadora na exploração de conceitos/procedimentos no domínio da matemática tendo como
suporte os dois contos populares de expressão oral. Estas últimas actividades foram realizadas
duas vezes por cada conto e decorreram entre Janeiro e Junho de 2001.
Com esta investigação privilegiou-se sempre uma comunicação estreita entre a teoria e os dados recolhidos e a sua análise.
Os dados evidenciaram que esta Educadora de Infância é muito consistente em toda a sua
prática pedagógica, dando particular ênfase aos aspectos sócio afectivo, valorizando o interesse e
a motivação das crianças assim como a diversidade de actividades propostas.
No que se refere ao desenvolvimento de capacidades matemáticas, os dados apontam
para que esta Educadora de Infância, valoriza alguns aspectos - como por exemplo a
classificação, a ordenação, a seriação, a noção de número, de espaço e de tempo - apresentando-se este domínio como uma área fundamental para a criação de alicerces para as futuras
aprendizagens.
Os dados recolhidos, nesta investigação, evidenciam que esta Educadora de Infância
desenvolve algumas capacidades matemáticas com as suas crianças, indo ao encontro dos seus
interesses e motivações imediatas. No entanto, numa análise aprofundada dos dados, leva-nos a
considerar que este domínio é uma opção adiada, na perspectiva em que, para se desenvolverem
capacidades matemáticas nas crianças é essencial a criação de alicerces ao nível das competências
ligadas a uma aprendizagem significativa contínua e cada vez mais autónoma.
Esta perplexidade leva-nos a equacionar a necessidade de formação numa perspectiva que
amplie e potencie os interesses e necessidades da criança no sentido da emergência de novos
saberes.
O estudo conclui demonstrando que a atitude do Educador de Infância, deverá
possibilitar à criança experiências que se situem na Zona de Desenvolvimento Próximo (ZDP).
Isto pressupõe que este favoreça e apoie actividades que estimulem a criança, facultando-lhe
tarefas ligeiramente acima do seu nível de funcionamento independente por forma a ajudar a
estimular os processos cognitivos que estão a despontar de uma maneira simples.
No que diz respeito ao domínio da matemática e tendo em conta os dados obtidos seria
interessante, numa posterior investigação, compreender qual o conhecimento matemático que
esta educadora apresenta e de que forma esse conhecimento influencia as suas práticas.
This research fits into the mathematics domain within pre-school education and it aims at evaluating how the teaching practice of a pre-school teacher - while telling two popular fairy tales - either improves or not an appropriate environment for the development of mathematical thinking in this level of education. Therefore, three research objectives were defined: (i) to understand which significance does the Teacher give to the development of mathematical skills during her daily work; (ii) to perceive the importance that the Teacher gives to the development of mathematical skills when she proposes teaching and learning activities based on the two popular fairy tales; (iii) to discover how the children as a group develop mathematical abilities while listen to the fairy tales. At the same time, we wanted to monitor how the Teacher developed mathematics during her practice. This study is based on a qualitative research approach, .mostly descriptive and interpretative, and it uses the ethnographic and case study methods of research in which the researcher plays the role of an active participant. The qualitative case study was based on two interviews (one took place at the start of the research and other was carried out in the end of the field work), the active observation during two full days per week in May 2001 registered in a field notebook and the watching and registered in video of the teaching and learning activities suggested by the Teacher to explore the mathematical concepts and procedures that emerged from the two fairy tales. These last activities were carried out twice for each story during the months of January and June of 2001. In this research we have always given special emphasis to the close relations between the theories and the analysis of the collected data. The resulting evidence shows that this pre-school teacher is very consistent in her whole teaching practice and underlines the social-affective issues while giving special attention to the children attraction and motivation as well as to the diversity of the proposed activities. In what concerns the development of mathematical skills, the evidence points that this teacher confers greater value to some issues - for instance, classifying, ordering, counting, number abilities, the concepts of space and time - as this domain is presented as fundamental for the foundation of the next steps of the learning process. Moreover, the collected data also seem to make evident that this pre-school teacher develops some mathematical skills in the children while trying to meet their concerns and motivations. However, a deeper data analysis allows us to conclude that this domain is still a postponed option, because to develop the mathematics skills in the children it is essential to build the foundations on the abilities related to a continuous and more relevant learning process This perplexity leads us to the discussion of the need for additional training offered to the teacher that may qualify her to go further and deeper than the simple interests and requested needs of the children, towards the emergence of a new knowledge. The research concludes the demonstration that, the role of the pre-school Teacher is to facilitate and implement experiences with the children that are adequate to their close level of development. That means she has to underline and support leaming activities that stimulate the child, allowing him to overcome tasks some how above his level of self-development in order to help to awake to life the cognitive processes that are smoothly arising. In particular, concerning lhe mathematics domain and taking in to account the research evidence of this study, it would be interesting for a future research work, to do a better appraisal at the mathematical skills that this Kindergarten Teacher reveals and in which ways it influences her daily practices.
This research fits into the mathematics domain within pre-school education and it aims at evaluating how the teaching practice of a pre-school teacher - while telling two popular fairy tales - either improves or not an appropriate environment for the development of mathematical thinking in this level of education. Therefore, three research objectives were defined: (i) to understand which significance does the Teacher give to the development of mathematical skills during her daily work; (ii) to perceive the importance that the Teacher gives to the development of mathematical skills when she proposes teaching and learning activities based on the two popular fairy tales; (iii) to discover how the children as a group develop mathematical abilities while listen to the fairy tales. At the same time, we wanted to monitor how the Teacher developed mathematics during her practice. This study is based on a qualitative research approach, .mostly descriptive and interpretative, and it uses the ethnographic and case study methods of research in which the researcher plays the role of an active participant. The qualitative case study was based on two interviews (one took place at the start of the research and other was carried out in the end of the field work), the active observation during two full days per week in May 2001 registered in a field notebook and the watching and registered in video of the teaching and learning activities suggested by the Teacher to explore the mathematical concepts and procedures that emerged from the two fairy tales. These last activities were carried out twice for each story during the months of January and June of 2001. In this research we have always given special emphasis to the close relations between the theories and the analysis of the collected data. The resulting evidence shows that this pre-school teacher is very consistent in her whole teaching practice and underlines the social-affective issues while giving special attention to the children attraction and motivation as well as to the diversity of the proposed activities. In what concerns the development of mathematical skills, the evidence points that this teacher confers greater value to some issues - for instance, classifying, ordering, counting, number abilities, the concepts of space and time - as this domain is presented as fundamental for the foundation of the next steps of the learning process. Moreover, the collected data also seem to make evident that this pre-school teacher develops some mathematical skills in the children while trying to meet their concerns and motivations. However, a deeper data analysis allows us to conclude that this domain is still a postponed option, because to develop the mathematics skills in the children it is essential to build the foundations on the abilities related to a continuous and more relevant learning process This perplexity leads us to the discussion of the need for additional training offered to the teacher that may qualify her to go further and deeper than the simple interests and requested needs of the children, towards the emergence of a new knowledge. The research concludes the demonstration that, the role of the pre-school Teacher is to facilitate and implement experiences with the children that are adequate to their close level of development. That means she has to underline and support leaming activities that stimulate the child, allowing him to overcome tasks some how above his level of self-development in order to help to awake to life the cognitive processes that are smoothly arising. In particular, concerning lhe mathematics domain and taking in to account the research evidence of this study, it would be interesting for a future research work, to do a better appraisal at the mathematical skills that this Kindergarten Teacher reveals and in which ways it influences her daily practices.
Descrição
Tese de mestrado em Educação, apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2003
Palavras-chave
Práticas pedagógicas Desenvolvimento das competências Capacidades matemáticas Ensino pré-escolar Teses de mestrado - 2003