A literatura infantil como unidade orientadora de ensino no processo de aprendizagem de Matemática

Abstract

This capstone project (TCC) analyzes how children's literature, used as a guiding unit of instruction, can enhance mathematics learning in the early years of elementary school. Grounded in the Cultural-Historical Psychology of Vygotsky, Leontiev, and Luria, the study understands human development as a socially and culturally mediated process, where higher psychological functions (such as attention, logical memory, and abstract thinking) are built through interaction with signs and cultural instruments. The research highlights the Pedagogical Residency Program (PRP) as an essential training environment, capable of articulating theory and practice and promoting preservice teachers' immersion in the daily school routine. The adopted methodology is of a qualitative nature, combining bibliographic and experiential research. The empirical field consisted of the experiences from the "Pedagogy – Literacy" subproject of the PRP, linked to the Federal University of Tocantins (UFT), specifically in interventions with a 4th-grade elementary school class. The analysis focuses on the use of the book A cesta de Dona Maricota (Dona Maricota's Basket), by Tatiana Belinky, as a guiding unit for mathematics instruction. The results demonstrate that the intentional integration of children's literature into mathematics teaching fosters student engagement and conceptual understanding through contextualized situations. Shared reading and interdisciplinary activities, such as creating fictitious shopping lists with mathematical operations, proved effective in promoting logical-mathematical thinking and the development of higher psychological functions, such as the capacity for abstraction and the organization of reasoning. Pedagogical mediation in this process is crucial for the re-signification of experiences and the collective construction of knowledge, highlighting the school's role as a space for humanization and the democratization of access to literate culture and scientific knowledge. The study reiterates the need to break away from disciplinary fragmentation, valuing literature as a powerful mediating tool for a holistic and emancipatory education.