A Geometria na educação infantil: opiniões e práticas pedagógicas de professores

Abstract

This study sought to analyze the teachers' opinions and how they develop the pedagogical work related to the teaching of Geometry in Early Childhood Education. To do so, we resorted to qualitative research and used an online questionnaire and observations of classes by four teachers of Early Childhood Education who work in the municipal public network of a city in the interior of Pernambuco as an instrument for data collection. The study also sought to reflect on the didactic and methodological possibilities for teachers to adequately develop the pedagogical practice related to this knowledge. In view of everything that was collected, it was found that there are still many gaps in the teaching of geometry in this age group and that the pedagogical practice of Geometry in Early Childhood Education requires the use of teaching methods and strategies that favor the development of reasoning, stimulate creativity and enable mastery of fundamental concepts of geometry, shapes and spatial notions. The study also points to the need for more training for teachers in this area and a greater depth of curriculum documents to enable a better development of practice.