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Educação matemática no pré-escolar : significação para uma comunidade de etnia cigana
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Orientador(es)
Resumo(s)
A motivação para o desenvolvimento do presente estudo deve-se à falta de informação
actualizada em Portugal sobre a cultura da comunidade cigana relativamente à educação
pré-escolar e, em particular, sobre a educação matemática em idade pré-escolar. Conhecer
esta significação é basilar para a implementação de respostas educativas que ajudem a
aumentar a taxa de sucesso dos alunos pertencentes a esta comunidade.
À luz de um conhecimento histórico sobre esta etnia, de conhecimentos sobre educação
matemática pré-escolar e de uma semiótica que ajuda a interpretar a significação destes
signos – Educação Matemática, Pré-escolar e Comunidade Cigana – concretizou-se o
presente estudo, de cariz etnográfico, num paradigma qualitativo. O mesmo contou com
uma permanência no terreno de um ano lectivo, concretizando-se em visitas regulares ao
jardim-de-infância mas, também, encontros com os moradores ou reuniões com elementos
da comunidade educativa da freguesia. Estes encontros permitiram recolher dados sobre os
conhecimentos matemáticos, ao nível do pré-escolar, de alunos e familiares, bem como
outros conhecimentos valorativos que clarificam a relação de todos com a escola, e em
especial com o Jardim-de-Infância. Mas também outras informações por parte da
comunidade educativa que podem promover alterações à significação dada pela
comunidade, pois depende também das relações que se estabelecem a valorização que se
atribui.
Os dados recolhidos foram sendo registados ao longo das visitas num diário de bordo, que
sustentou a escrita da presente investigação.
Estes dados revelam-nos que os problemas de insucesso estão intimamente ligadas a
questões básicas de saúde ou de abordagens pedagógicas, e estes podem ser minimizados
através de respostas educativas de proximidade, onde escola e família trabalham
concertadamente na educação de suas crianças.
The motivation for the development of this study comes from the lack of updated information on the gypsies’ culture, namely on their pre-education in kindergartens and most specifically on the teaching of Maths in these early ages. To be well aware of the situation is fundamental if we wish to design adequate educative answers that can help the children of this community to succeed. Bearing in mind the historical information on the gypsy community, the knowledge on Maths teaching in kindergarten and some semiotics help that can contribute to the interpretation of the signs – Maths education, pre-schooling and gypsy community – this study, with ethnographic features, was elaborated in a paradigm of quality. To accomplish this aim, a close accompaniment of the development of an entire school year was fundamental both by visiting the kindergarten regularly and through many meetings with the parents and other inhabitants of the neighbourhood or with other educational actors in the municipality. These meetings permitted the collecting of a significant number of data on learners’ Maths knowledge in kindergarten (and of their relatives) as well as some other relevant knowledge that helps to clarify their relationship with school in general and with kindergarten in particular. They also were very useful because they added some other information, from the educational community, that can contribute to the changing of the gypsy’s community understanding of schooling, as it depends on the relations established with them and on the value given to learning, The collected data were registered in a casebook that supported the writing of this investigation. The data show that failure problems are intimately connected with basic health questions or dependant on pedagogical approaches and that they can be minimized by making use of educative answers of proximity where school and families work together in benefit of their children.
The motivation for the development of this study comes from the lack of updated information on the gypsies’ culture, namely on their pre-education in kindergartens and most specifically on the teaching of Maths in these early ages. To be well aware of the situation is fundamental if we wish to design adequate educative answers that can help the children of this community to succeed. Bearing in mind the historical information on the gypsy community, the knowledge on Maths teaching in kindergarten and some semiotics help that can contribute to the interpretation of the signs – Maths education, pre-schooling and gypsy community – this study, with ethnographic features, was elaborated in a paradigm of quality. To accomplish this aim, a close accompaniment of the development of an entire school year was fundamental both by visiting the kindergarten regularly and through many meetings with the parents and other inhabitants of the neighbourhood or with other educational actors in the municipality. These meetings permitted the collecting of a significant number of data on learners’ Maths knowledge in kindergarten (and of their relatives) as well as some other relevant knowledge that helps to clarify their relationship with school in general and with kindergarten in particular. They also were very useful because they added some other information, from the educational community, that can contribute to the changing of the gypsy’s community understanding of schooling, as it depends on the relations established with them and on the value given to learning, The collected data were registered in a casebook that supported the writing of this investigation. The data show that failure problems are intimately connected with basic health questions or dependant on pedagogical approaches and that they can be minimized by making use of educative answers of proximity where school and families work together in benefit of their children.
Descrição
Tese de mestrado, Educação (Didáctica da Matemática), Universidade de Lisboa, Instituto de Educação, 2011
Palavras-chave
Didáctica da matemática Comunidade cigana Educação matemática Educação pré-escolar - Portugal Teses de mestrado - 2011