Children’s Protagonism and riverside residents cultural knowledge in the teaching of mathematics in Childhood Education

Abstract

This study aimed to investigate the contributions of a proposal for teaching, in an early childhood education class in a school investigated in Moju/PA, using riverside residents knowledge of these children through games for the teaching of Mathematics so that protagonism Child be favored. The research was developed in a riverside school in the municipality of Moju / PA with children with ages between 04 years old in the year 2015. The study followed the qualitative approach, and approaching the presuppositions of research-action; the data collection was through field diary, audio recordings and photographs; in the data analysis was used the Analysis of Content proposed by Bardin (2009). The research showed that: a) children use comparisons to the possibility of construction of mathematical concepts of height and weighed; b) the same time as the learning situations favored the protagonism child, the children were favored by them to contribute their ideas and actions; c) the cultural knowledge of riverside residents through games of questions and answers made it possible the children to act actively in the construction of own mathematical knowledge.