Playing, moving and doing math in Kindergarten

Abstract

This article has as objective to indentify pedagogical practices that evidence the dialogue between knowledges, by considering the triad of Mathematical education – plays – body in movement as an alive system given its complexity. This purpose stems from an investigation that brought into question the articulation between the elements of this triad and how they can support systemic, analytical and multidimensional pedagogical practices. In other words, the study results from a qualitative research, exploratory, of an interpretive nature, carried out with three teachers working in Kindergarten. The process of data output occurred in conversation circles generated from the observation of images of games that involve the body in movement. The organization og data was based on Bardin (2016), and the categories of analysis, in the theoretical contribution of complexity. The analyzis reveals that, if the dialogue between knowledge is constitutive of pedagogical practice, the potential of games involving the moving body can become an opportunity for learning mathematics in early childhood education. The results allow us to state that, in dialogic pedagogical practice, playing, moving and doing Mathematics can occur as a synchronous movement and connected to the construction of mathematical knowledge in Kindergarten.