A Literatura Infantil como recurso metodológico para o ensino de Matemática: análise do uso por uma professora alfabetizadora (Pelotas-RS)

Abstract

This dissertation presents the results of a qualitative research that aimed to investigate and analyze the use of Children's Literature in teaching mathematical content in the pedagogical practice of a literacy teacher in a public municipal school in Pelotas – RS. The research question was: “How is Children's Literature used in teaching Mathematics by a literacy teacher in a second-grade class?” The specific objectives were: to identify and analyze how Children's Literature is used in teaching Mathematics by the teacher of the early years; to observe and describe the results of students' activities in response to the use of Children's Literature as a methodological resource; to analyze and describe what activities are proposed to develop mathematical contents through children's stories, so that the student understands the concept being addressed; to identify and understand the requirements for choosing the books used by the literacy teacher. The study began with the production of a state-of-the-art review by searching for texts about the topic in the Digital Library of Theses and Dissertations, the Scientific Electronic Library Online, the repository of journals of “Coordenação de Aperfeiçoamento Pessoal de Nível Superior, in scientific journals, and event proceedings. The research was developed through a study of case, as it was believed this would be the most effective way to answer the research question. Data were produced through photographs, recordings of the observed lessons, field notes, and a semi-structured interview. The data analysis was based in Bardin principles (2016). The main findings revealed that the teacher uses Children's Literature with expertise in Mathematics lessons, demonstrating knowledge of the subject. The choice of books used in the classroom is based on the classification proposed by Smole, Cândido, and Stancanelli (1999), also considering the quality and illustrations present in the narrative. It was also possible to identify that the use of Children's Literature as a methodological resource brought positive results in the classroom, allowing all students to successfully complete the proposed activities. Finally, Children's Literature is used by the literacy teacher, either in small excerpts from stories with plots involving explicit mathematical ideas or in books that do not contain mathematical concepts, but with intentionality, which makes all the difference in achieving the expected final result.