Perspectives on childhood education from the observation of pedagogical practices in mathematics
DOI:
https://doi.org/10.25767/se.v32i1.32691Keywords:
Early childhood education, Pedagogical practices, Professional development, Supervised teaching practice, Mathematics TeachingAbstract
This article was constructed to understand the views of students of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle on mathematics practices in a Pre-School context, based on an experience of the Curricular Unit of Didactics of Mathematics in conjunction with supervised teaching practice. Thus, we focus our study on a qualitative approach, framing it in the phenomenological-interpretative paradigm, using documental analysis of the work carried out by the students from the direct observation of pedagogical practices in the context of preschool education. The data were submitted to the technique of content analysis. The results indicate that the proposed activity promoted reflective processes through observation in a professional context; leading students to recognize the importance of creativity in the construction of teaching resources and carrying out tasks in an exploration context, as well as adapting pedagogical strategies to the needs and rhythms of children. Furthermore, they identify the interaction between children as a fundamental aspect of the development of meaningful learning, in which the educator is a promoter of intellectual challenges.
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