VIVÊNCIAS E BRINCADEIRAS: UMA CULTURA INCLUSIVA NA EDUCAÇÃO INFANTIL

Abstract

This article presents reflections on learning for children with typical and atypical development inspired by playing, whose essence was the construction of the concept of number in Early Childhood Education. It presents some results of a master's research that was based on the design of Inclusive Scenarios for Mathematics Learning, understood as inclusive learning spaces structured to favor the access of all students to the mathematical knowledge inserted in the Field of Experience - Spaces, times, quantities, relations and transformations of the National Common Curricular Base (BNCC). The elements that make up the Inclusive Scenarios - activities, tools and interventions - were inspired by the work of Vygotsky and underline the active role of students in building their knowledge, expanding interaction, mediation and valuing the ludic and adding multisensory stimuli to the proposed activities in order to explore different languages. The investigation took place in a public school on the coast of São Paulo with 25 students aged between 5 and 6 years. In the group there were two students with Autistic Spectrum Disorder and one with Down Syndrome. It is believed that an important contribution of the study was to offer possibilities to (re)think mathematical practices in Early Childhood Education and to broaden the debate on inclusion and the culture of the child-subject.

Keywords: Ludic; Toy; TEA; Down's syndrome; Diversity, Inclusive Mathematics Education.