Alfabetização matemática nos cadernos de formação do PNAIC: concepção e perspectiva metodológica

Abstract

This research sought to understand and explain the conceptual and methodological matrix defined in the Mathematical Literacy notebooks of the National Pact for Literacy in the Right Age - PNAIC based on the principles of literacy, taking as object of study the five Mathematical Literacy notebooks of the Pact: Introduction, Organization of Pedagogical Work, Mathematical Knowledge and Other Fields of Knowledge”, Mathematical literacy from the perspective of literacy and Rural Education. Based on a study with a qualitative approach, of a documentary nature (LAKATOS and MARCONI, 2021; Gil, 2008), we seek to answer the following guiding questions: 1). What is the network of theoretical concepts and methodological assumptions that support this program in terms of the perspective of mathematical literacy for children in the early years of elementary school? two). How does this program conceive and organize mathematical knowledge in the process of transposition to teaching and learning in the early years? 3) what are the methodological perspectives in terms of teaching, learning, contemplating playfulness, games and active methodology in the teaching and learning process? 4). What are the ludic concepts and their relationship with mathematical literacy in the set of the three PNAIC notebooks aimed at mathematical literacy? As a basis for reading, analyzing and reflecting on the materials, we resorted to the group of authors focused on the studies of Mathematics Education, Firentinni and Lorenzato (2006), D'Ambrósio (1993); to literacy, Soares (2004), to child development from the perspective of genetic epistemology, Piaget (1980), Delval (1998), Kesselring (1990) and Ramozi-Chiarotinno (1988), and its relationship with mathematical learning Becker (2003) , the curriculum, Lima (2008) and playfulness, Macedo (2005), Luckesi (2014) and Kishimoto (2017). The answer to the guiding question required theoretical, methodological and also historical studies, about the conceptual bases and the development of the PNAIC in the State of Amazonas, developed by CEFORT/FACED/UFAM. The methodological construction involves both the definition of the route, criteria and plans for reading and analysis of the materials, and also the categorization of the materials according to the conceptual reflection, considering the pedagogical proposal of mathematics education from the concepts of learning right, playfulness , the organization of pedagogical work in the area of mathematics teaching and learning. We assume, then, that approaching the relationship between the theoretical and methodological conceptions of Mathematics Education with the ludic, through the focus of human development, will contribute to the reflection on mathematical learning and to the elaboration of methodological proposals, production of didactic materials for mathematical literacy.