Geometria para crianças: o que dizem as professoras da educação infantil?

Abstract

This text goes through the spheres of teacher training, mathematics education and early childhood education, focusing on the field of geometry. It refers to an excerpt from the final work of the Pedagogy course, and aims to analyze the conceptions of early childhood education teachers from a school in the city of São Cristóvão, regarding the work with geometry in early childhood education. With a qualitative approach, the research process took place from a case study with four early childhood education teachers from that school. Data analysis was based on the participants' responses to a questionnaire on the subject under study. Four categories guided the analysis: importance of working with geometry in early childhood education; geometric knowledge necessary for children in kindergarten; strategies and resources used to work geometry in early childhood education; initial and continuing education in geometry for children. As a main result, we highlight the emphasis on geometric figures at the expense of working with a child's spatial sense, the presence of playful activities as mobilizing learning, including geometry, and the gaps regarding geometric knowledge in training processes, both initial and continued of the teachers.