Knowledge and practices of early childhood teachers: time measures

Abstract

The article seeks to present the results of a research developed in the scope of a professional master's degree in Education, from the Federal University os Minas Gerais (UFMG). The research, already completed, investigated which mathematical and methodological knowledge and knowledge are mobilized, recognized and re-signified by early childhood teachers, who worked with children aged 4 and 5, from the Municipal Education Network of Belo Horizonte / MG, when come together in a study group. The research had a qualitative approach,  with the perspective of elaborating oral and written narratives. The field work plan and the information recording instruments comprised the formation of the group of teachers, application of questionnaires in some moments, periodic training meetings, discussion, planning and registration. Here we chose to bring the records of practices involving time measures, which was discussed at one of the group's meetings, highlighting the teachers' practical actions. It also had the perspective of constituting a material with a formative bias, sharing the discoveries and proposing new paths that advance the investigation and reflection of pedagogical practices in Early Childhood Education. Investigating existing wisdom in practice is a complex, dynamic and circular process that involves “being and thinking” and “knowing and doing” as a teacher. This process requires teachers' sensitivity when investigating their own practice and being the protagonist of their professional development.