MOVIMENTO DOS SENTIDOS DE PROFESSORAS SOBRE O LÚDICO: IMPLICAÇÕES PARA AS PRÁTICAS DE EDUCAÇÃO MATEMÁTICA NA EDUCAÇÃO INFANTIL

Abstract

The article presents part of a master's research that investigated the relationship of personal senses, of five teachers in Early Childhood Education and early years of Elementary School, on ludic activities and Mathematical Education practices in the context of continuous teacher training that problematized ludic, collectivity and organization of teaching in the light of Historical-Cultural Theory and Activity Theory. The analyzed data were collected through oral and written records of discussions, reports and the development of Triggering Situations of Learning. For the purposes of this article, we analyze the movement of the senses about the ludic of the Early Childhood Education teacher Telma. The results show that, while the analyzed process, the teacher's motives for inserting ludic elements in her mathematics education practices were impacted, which implied changes in the organization of teaching as ludicity and play come to be understood as a developmental experience and as the child's main activity. Considering the relevance of the theme of playing in childhood, the results of the research reinforce the importance of collective spaces for teacher education and the contributions of training actions anchored in Historical-Cultural Theory, as triggers to produce new ludic practices in mathematics education in Early Childhood Education.