Learning of early childhood teachers in the production of audiovisual content related to mathematical language

• Grant number: 21/05739-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: December 01, 2021
• End date: November 30, 2022
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Klinger Teodoro Ciríaco
• Grantee: Rebeca Souza Miranda
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

The proposal of this work takes as its object of analysis the experience of an interventional action that will aim to contribute to the teaching work of teachers of children aged 4 to 5 years and 11 months in the context of the COVID-19 pandemic. Given the historical moment we are experiencing, childhood care institutions are the educational spaces that have suffered the most from social distancing, because pedagogical practices are guided by two structuring axes of the curriculum: interactions and games (BRASIL, 2010). Thus, we ask: How to promote interactions and practices of playing with the isolation of children from the space-time of institutions? The media culture in Early Childhood Education influences the educational process of young children and, in recent years, technologies have been increasingly common from an early age, given that babies are born in a society in which audiovisual content is inserted. himself in the repertoire of his experiences in the first months of life. Contrary to the capitalist model that resorts to the appropriation of technological resources to profit from ideologies of social well-being based on consumer goods, we understand that the production of audiovisual content by children's teachers has been increasing significantly since March 2020, when face-to-face classes were suspended, as they discussed different languages in order to provide families with forms of virtual interactions that enable them to recreate children's experiences, among which we included the mathematical language. In this context, in a netnographic approach (KOZINETS, 2014), we will endeavor to accompany a group of preschool teachers in the movement of planning, producing and forwarding videos that seek to promote the exploration of fundamental mathematical ideas to logical-mathematical knowledge characteristic of the age group they work with. In terms of expected results, we believe that it will be possible to observe, from the perspective of the accompanied teachers, the learning provided through the pedagogical instrumentalization of technological tools that help in mathematical exploration. (AU)