A construção do número na educação infantil a partir de atividades lúdicas: a música e o jogo

Abstract

This research aimed to investigate the potential of ludic activities, built from children's songs, to promote learning numbers, counting and quantities in the teaching of Mathematics in Early Childhood Education. Based on the Genetic Epistemology Jean Piaget's conceptions this investigation sought bibliographic studies and field observation subsidies that could reach the referred objective. Data were collected at a school of Early Childhood Education in the municipality of Vacaria, located in the interior of the state of Rio Grande do Sul from September to October 2022 with fifteen children aged between four and five years old as research subjects. The procedure used was the pedagogical intervention and the data captured through the documental production (the planning of the activities to be carried out and their objectives) oral communication with the students, note sof the observations of the students' participations to what was proposed records through photos, self-assessment carried out orally with the children, and elaboration of a table with the objective proposed by the BNCC to evaluate the student's development within those proposed by the Base Curricular in Brazil. For exposing the data, we used the description of the meetings, which portrayed the interactions and constructions of the children within the studied phenomenon. We verified that, when he/she carrying out ludic activities in which they can interact, think, reflect, reason, the child learns in a meaningful way. Music is an integrating and moderator instrument, which helps build long-term memory, encouraging the child to use these memories to solve new problem-situations involving already known knowledge. [resumo fornecido pelo autor]