Early childhood education and initial teacher education: the pedagogical game in the organization of teaching

Abstract

This paper discusses part of an investigation developed under the Graduate Program in Education, aiming to identify learnings of future teachers in the organization of mathematics teaching in Early Childhood Education, taking the pedagogical game as a guide for the proposed actions. Early Childhood Education is understood as a learning space that allows children to grow, develop and produce culture, through experiences with scientific knowledge and, in this investigation in particular, with mathematical knowledge. Based on such understanding, the theoretical basis of this work is based on the assumptions of Historical-Cultural Theory, Theory of Activity, Teaching Guiding Activity and the game as the child's main activity. As a methodological procedure, a formative experiment was organized with 15 meetings for studies, discussions and development of situations that trigger learning in a class of Early Childhood Education with children from 5 years old. When future teachers have the possibility to study, plan and evaluate learning situations, producing a general way of planning through the game as the activity that best allows the child to live and experience scientific knowledge, especially in mathematics, they are learning about the social responsibility of be an Early Childhood Education teacher. This is intrinsically related to the social function of the teacher's work, with regard to learning the methodological aspects of teaching organization and, in particular, planning.