DIALOGUES WITH MATHEMATICS IN EARLY CHILDHOOD EDUCATION: LEARNING POSSIBILITIES WITH FREINET PEDAGOGY

Abstract

This research describes the learning paths of children in Early Childhood Education in their experimental groping involving mathematical knowledge. In this sense, the objective of this study is to answer the following research problem: "What experiences can be planned, considering the participation of children, aiming at learning mathematical concepts within the assumptions of Freinet Pedagogy?". For the studies, the theoretical references of Pedagogy Freinet were used, such as Freinet (1996), Sampaio (2006) and Mathematical Education, such as Lorenzato (2008) and Smole (2003). The research methodology used was action research. The results indicate that planned interventions were able to create expanded contexts for learning mathematics resulting in learning that was present in games and interactions between children during class routines such as skipping-rope, playing hopscotch, mathematical games, use of room maps and counting records.