ARTICULAÇÕES ENTRE EDUCAÇÃO MATEMÁTICA, BRINCADEIRAS E CORPO EM MOVIMENTO NA EDUCAÇÃO INFANTIL NA PERSPECTIVA DA COMPLEXIDADE

Abstract

This article has as its guiding principle the Mathematical Education in Early Childhood Education through the exchange between two fields of experiences: “spaces, moments, quantities and transformations” and “bodies, gestures and movements”, according to the normative document that guides the pedagogical practices in national territory, the National Common Curricular Base (BNCC). The aim of this study is focused on the analysis of the perception of mathematical knowledge in games involving the body in motion by the teachers of Early Childhood Education. The research with a qualitative approach and exploratory-interpretative nature brought together questionnaire and conversation circles with three teachers of Early Childhood Education as instruments of data production. The analysis reveals that the professionals realize the importance of games that involve the body in movement for the formation of mathematical knowledge in early childhood. However, they recognize the conceptual fragilities weaknesses as a result of precariousness in initial training. The results allow a reflection about the relevance of Mathematics Education in Early Childhood Education through play, showing the body in motion as a foundation for child development.