Geometria na educação infantil: da manipulação empirista ao concreto piagetiano Geometry in child education: from empiricist manipulation to the theory of Jean Piaget

dc.creator	Simone de Souza
dc.creator	Valdeni Soliani Franco
dc.date	2012-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:15Z
dc.date.available	2015-08-12T11:18:15Z
dc.identifier	10.1590/S1516-73132012000400013
dc.identifier	1516-7313
dc.identifier	1980-850X
dc.identifier	https://doaj.org/article/9d0ded6d43c844e9b28e78736f46595b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26779
dc.description	Refletir sobre os conhecimentos de geometria do professor de educação infantil e as concepções epistemológicas que fundamentam suas condutas pedagógicas foi o objetivo de nossa pesquisa. A análise dos discursos indicou boa vontade das professoras para o trabalho geométrico, entretanto o desconhecimento da geometria enquanto teoria e a enraizada concepção epistemológica empirista, reportaram à ideia de que este conhecimento está nos objetos, bastando sua manipulação para que haja aprendizagem. Assim, caberia às crianças, por meio de estímulos e da organização dos materiais manipuláveis pelos docentes, a descoberta das formas geométricas presentes no mundo que as rodeia. Buscamos, na epistemologia genética de Jean Piaget, as bases sólidas para contribuições à reflexão e atuação de professores.<br>The aim of this study is to reflect on child education teachers' geometry knowledge and the epistemological conception that characterizes their educational behavior. The discourses analysis shows us that good teachers' willingly undertake geometry study. However the non-acquaintance theory and the rooted epistemological empiricist conception indicate that the knowledge is in the objects and the manipulation of these objects is enough to achieve learning. It was possible to confirm the empiricist conception's superiority through educational practice where the children discover the geometrical forms in the world by the stimuli and material organized by the teachers. We used Jean Piaget's genetic epistemology as basis for reflection by teachers on their performance.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Programa de Pós-Graduação em Educação para a Ciência, Bauru: Faculdade de Ciências, UNESP
dc.relation	http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-73132012000400013
dc.relation	https://doaj.org/toc/1516-7313
dc.relation	https://doaj.org/toc/1980-850X
dc.rights	CC BY-NC
dc.source	Ciência & Educação, Vol 18, Iss 4, Pp 951-964 (2012)
dc.subject	Educação infantil
dc.subject	Ensino de geometria
dc.subject	Análise do discurso
dc.subject	Aprendizagem
dc.subject	Piaget, Jean
dc.subject	Children education
dc.subject	Geometry teaching
dc.subject	Discourse analysis
dc.subject	Learning
dc.subject	Piaget, Jean
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Geometria na educação infantil: da manipulação empirista ao concreto piagetiano Geometry in child education: from empiricist manipulation to the theory of Jean Piaget
dc.type	article