Entre números e letras considerações de professoras alfabetizadora da escola de tempo integral Padre Josimo Morais Tavares (Palmas-TO), sobre as contribuições do PNAIC para suas práticas de ensino de Matemática

Abstract

The National Pact for Literacy in the Right Age (PNAIC) was implemented with the aim of literacy for all children by 8 years of age. The process of realizing this policy involved federated entities and the Higher Education Institutions (HEIs), which broadened the spectrum for the development of research. With this in mind, we aim to analyze the contributions of the PNAIC to the process of teaching and learning of mathematics in the Literacy Cycle at the Padre Josimo Morais Tavares School, in Palmas, Tocantins, Brazil. This is a qualitative research based on the case study, in which the disciplinary content, the teaching methodology and the evaluation of learning are considered. The research was carried out in two stages. The first stage consists of an analysis of the training books of the PNAIC, and more precisely in relation to Mathematical Literacy. In this phase, a study of the research regarding mathematical literacy and the theoretical foundation that supports this study (Danyluk,, Nacarato, Mengali, Passos) is also carried out. The second stage comprises of an empirical study developed with the municipal coordinator of the PNAIC, the school supervisor, the PNAIC study counselor, and five literacy teachers who participated in the ongoing training in the PNAIC. To carry out this study, the education professionals participating in the research were interviewed and the development of activities in five classes from the first to the third year of Elementary Education was observed. The interviews were based on a script of questions that permitted the capture of data and information relating to the academic training of the professionals, from their performance in the PNAIC and their contributions to the training, to their professional performance. The results demonstrate significant contributions of the PNAIC to the teaching practice, identified in the development of disciplinary and curricular knowledge of the teachers, as well as in the understanding of concepts inherent to the teaching of mathematics in the Literacy Cycle, assumed in the teaching practices, such as mathematical literacy, play as a strategy for learning in early childhood and problem resolution. A contribution to the increased understanding of learning assessment aimed at the development of student learning can also be seen.