DISCUSSÕES SOBRE AS IMPLICAÇÕES DO ENSINO DE NOVE ANOS: INICIAÇÃO AO ENSINO DA MATEMÁTICA

Abstract

This paper reports preliminary results of a Dissertation linked to the Graduate Program in Education at Universidade Estadual Paulista Julio de Mesquita Filho and aims at a general qualitative analysis on the practices of teaching mathematics developed by teachers municipal schools in Presidente Prudente (SP). To this end, we selected two schools from kindergarten and elementary school (EMEIFs) in the city. This research has a qualitative character, which allows the researcher to have direct contact with the environment investigated in the attempt that through the analysis made in understanding how the policies of expansion of basic education reflect the pedagogical practice of teachers who teach mathematics in childhood . In this study, we sought to understand how to work with discipline is being done after the implementation of education for nine years during the transition from preschool to first grade. We believe that the initiation of Mathematics should be made through the exploitation of mathematical thinking in early childhood and that the teacher provide an environment for learning to occur in a peaceful manner so that does not a child's early education, which may compromise characteristics of child development. Thus, understanding the possible implications of adding one more year in elementary school when it comes to the school mathematics curriculum is intended to be the contributions of this study with the aim of basing a discussion of how mathematics has been addressed in the expansion of education fundamental.