Situações emergentes da sala de aula na Educação Infantil: vivências matemáticas com crianças de cinco e seis anos

Abstract

This research was carried out from the theoretical assumptions of the Historical-Cultural Theory (Vigotski), specifically, from Activity Theory (Leontiev) and Teaching-Orienteering Activity (Moura). It was supported by authors whose studies approaches the organization of Mathematics teaching and the Early Childhood Education, bringing the Emergent Situation of the Classroom as a learning mobilizer. In this way, the main objective is concretized in understanding how the Emerging Situations of the Classroom, in TOA perspective, can allow experiences related to the mathematical knowledge in Early Childhood Education. This research was intentionally organized from the Emerging Situations of the Classroom, with children of Pre-B of the Early Childhood Education of a municipal system school of Santa Maria/RS. The development of actions occurred during the Supervised Internship of the major in Education of the Federal University of Santa Maria. As methodological procedures of data production, video recordings, photographic records and researcher’s field diary development of the actions were carried out. The data were synthesized from two analysis axes: Observations of Emerging Situations of the Classroom involving mathematical experiences, planning and actions developed from the Emerging Situations of the Classroom. As a result of the research, it is understood the possibility that, from the Situations Emerging from the Classroom, it is possible to organize teaching in a way that children get closer to mathematical concepts.