scholarly journals Literatura com conteúdo(s) matemático(s) na perspectiva do Mateludicando

2019 ◽  
Vol 12 (1) ◽  
pp. 227
Author(s):  
Claudionor Renato da Silva
Keyword(s):  
Children's Literature ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Early Years ◽  
Research Approach ◽  
Pedagogical Practice ◽  
Mathematical Content ◽  
The North ◽  
Faculty Of Education ◽  
Children's Stories

Literatura com conteúdo matemático ou conteúdos matemáticos é um conceito desenvolvido a partir de produções nacionais e internacionais na interface matemática/literatura, matemática/ literatura infantil, matemática/histórias infantis. Este conceito permite à abordagem do “MATEludicando” (SILVA, 2015; 2017), de base huizinganiana, fundamentada no lúdico, organizar um checklist com a produção de literatura com conteúdo(s) matemático(s) desenvolvido numa disciplina de Fundamentos e Metodologias de Matemática de um curso de Pedagogia, de uma universidade federal na região norte do país. A problemática instaurada é: dos livros produzidos que elementos do MATEludicando estão aí presentes e quais necessitam ser identifi cados e aprofundados? Objetiva-se, assim, uma aplicabilidade direta do MATEludicando, com produção de literatura infantil com conteúdo matemático. Segue-se numa abordagem qualitativa de pesquisa com o uso da técnica experimental, segundo Severino (2007). Os resultados indicam algumas pequenas aproximações à abordagem, exigindo um esforço mais concentrado nas pesquisas ainda em andamento. Outro ponto a considerar é a necessidade de aprofundamentos nos elementos do checklist que são norteadores da metodologia de aplicação do MATEludicando na literatura voltada para o ensino-aprendizagem de matemática na educação infantil e anos iniciais do ensino fundamental.Palavras-chave: MATEludicando. Literatura. Matemática. Literature with mathematical content in the perspective of MatheplayfulABSTRACTLiterature with mathematical (s) content (s) is a concept developed from national and international productions in mathematics interface / literature, math / children’s literature, math / children’s stories. This concept allows the pedagogical practice approach “MATHEludicando” of huizinganiana basis (SILVA, 2015, 2017), based on the playful, organize an initial checklist from the production of books with literature mathematical (s) content (s) developed in a discipline of fundamental of Mathematics and methodologies of a Faculty of Education, a federal university in the north of the country. The problem is introduced: the produced books MATHEludicando elements are present there and which need to be identifi ed? Thus, a direct applicability of the MATHEludicando with the production of children’s literature with mathematical content. It follows a qualitative research approach using the experimental technique, according to Severino (2007). The results indicate some minor approaches to the approach, requiring a more concerted effort still in progress. Another point to consider is the need for deepening the checklist of elements that are guiding of MATHEludicando application methodology in the literature, focusing on the mathematics teaching and learning in early childhood education and early years of elementary school.Keywords: MATHEludicando. Literature. Mathematical. Literatura con contenido (s) matemático (s) en la perspectiva del MateludicandoRESUMENLa literatura con contenido matemático o contenidos matemáticos es un concepto desarrollado a partir de producciones nacionales e internacionales en la interfaz matemática / literatura, matemáticas / literatura infantil, matemáticas / historias infantiles. Este concepto permite el abordaje del “MATEludicando” (SILVA, 2015, 2017), de base huizinganiana, fundamentada en el lúdico, organizar un checklist con la producción de literatura con contenido (s) matemático (s) desarrollado en una disciplina de Fundamentos y Metodologías de Matemática de un curso de Pedagogía, de una universidad federal en la región norte del país. La problemática instaurada es: ¿qué elementos del MATEludicando de los libros producidos están ahí presentes y cuáles necesitan ser identifi cados y profundizados? Se pretende, así, una aplicabilidad directa del MATEludicando, con producción de literatura infantil con contenido matemático. Se sigue un abordaje cualitativo de investigación con el uso de la técnica experimental, según Severino (2007). Los resultados indican algunas pequeñas aproximaciones al enfoque, exigiendo un esfuerzo más concentrado en las investigaciones aún en marcha. Otro punto que se considerará es la necesidad de profundizar en los elementos del checklist que son orientadores de la metodología de aplicación del MATEludicando en la literatura volcada para la enseñanza-aprendizaje de matemáticas en la educación infantil y años iniciales de la enseñanza fundamental.Palabras clave: MATELudicando. La literatura. Matemáticas.

scholarly journals LA LITERATURA INFANTIL Y SU APORTE A LA SOLUCIÓN DE PROBLEMAS MATEMÁTICOS SENCILLOS EN LAS PRIMERAS EDADES

2018 ◽  
Vol 3 (3) ◽  
pp. 109
Author(s):  
Yanet Samada Grasst
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Daily Practice ◽  
Research Approach ◽  
Teaching Resources ◽  
Palabras Clave ◽  
Mathematical Problems ◽  
Life Itself ◽  
Investigación Cualitativa ◽  
Children's Stories

La capacitación del hombre para la solución de problemas es un tema muy discutido en el mundo, pues se considera una actividad de gran importancia en la enseñanza. Esta caracteriza una de las conductas más inteligentes del hombre, ya que la vida misma obliga a resolver problemas continuamente. La práctica diaria nos muestra que no todos los niños saben resolver problemas sencillos, si bien se trabajan contenidos referente a esta temática se carece de alternativas y recursos didácticos de cómo llevarlos a pensar, razonar y qué vías utilizar para llegar al resultado. Ocuparse de cómo razonan los niños pudiera ser una de las posibilidades de comprender y organizar de forma racional y efectiva el proceso de enseñanza de la matemática y en particular la solución de problemas. Desde un enfoque de investigación cualitativa, el presente estudio plantea el aporte de la Literatura Infantil en la solución de problemas matemáticos sencillos en las primeras edades, basado en una revisión teórica que responde a las potencialidades de los cuentos infantiles como recursos didácticos en la adquisición de destrezas y habilidades. PALABRAS CLAVE: Literatura Infantil; solución, problemas; matemática; cuentos infantiles. CHILDREN'S LITERATURE AND ITS CONTRIBUTION TO THE SOLUTION OF SIMPLE MATHEMATICAL PROBLEMS IN THE FIRST AGES ABSTRACT The training of man to solve problems is a subject that is much discussed in the world, because it is considered an activity of great importance in education. This characterizes one of the most intelligent behaviors of man, since life itself forces us to solve problems continuously. Daily practice shows that not all of our children know how to solve simple problems, although content related to this topic is worked on, there are no alternatives and teaching resources on how to take them to think, reason and what routes to use to reach the result. Dealing with how children reason could be one of the possibilities to understand and organize in a rational and effective way the teaching process of mathematics and in particular the solution of problems. From a qualitative research approach, the present study raises the contribution of Children's Literature in the solution of simple mathematical problems in the first ages, based on a theoretical review that responds to the potential of children's stories as teaching resources in the acquisition of skills and abilities. KEYWORDS: Children's literature; solution, problems; mathematics; children's stories.

scholarly journals Uso de recursos podcast e webquest no estudo do tema avaliação na educação infantil

2018 ◽  
Vol 11 (2) ◽  
pp. 192-205
Author(s):  
Fernanda Beatriz da Costa Miranda de Carvalho ◽  
Cristhiane Pereira de Lima ◽  
Alessandra Dutra ◽  
Vanderley Flor da Rosa ◽  
Jair de Oliveira
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Early Years ◽  
Pedagogical Practice ◽  
Childhood Education ◽  
Content Assessment ◽  
The North

RESUMO:As tecnologias de informação e comunicação estão presentes na vida das pessoas nas mais diversas esferas sociais. Na educacional, por exemplo, elas colaboram no sentido de otimizar o processo de ensino e aprendizagem. No entanto, é necessário que os profissionais da educação desenvolvam conhecimentos e competências para saber utilizar de maneira significativa todos esses recursos. Assim, este estudo busca discutir os resultados da aplicação das ferramentas podcast e webquest na apresentação do conteúdo “Avaliação na Educação Infantil” a alunos de uma escola pública localizada ao norte do Paraná, de um curso de formação de professores, modalidade Médio Integrado, voltado para formação de docentes da Educação Infantil e dos anos iniciais do Ensino Fundamental. Para isso, foram utilizados os tipos de pesquisa bibliográfica, de campo e analítica. Os resultados apontam que o uso da ferramenta podcast na prática pedagógica enriqueceu as tarefas propostas e executadas e despertou a autonomia e a criticidade nas respostas fornecidas pelos alunos. Além disso, as tarefas propostas aos alunos por meio da webquest despertaram maior interesse, curiosidade e entusiasmo nos alunos, os quais participaram de forma dinâmica e colaborativa, instigando-os a serem sujeitos ativos do processo de construção do próprio conhecimento. PALAVRAS-CHAVE: tecnologias; ensino; formação de professor.   ABSTRACT:The Information and communication technologies are present in the lives of people in many different spheres. In education, for instance, they collaborate to optimize the teaching and learning process. However, it is necessary for professionals of education to develop knowledge and skills to know how to use these resources in a meaningful way. Thus, this study seeks to discuss the results of the application of the podcast and webquest tools used to present the content Assessment in Early Childhood Education to students of a teacher training course, Integrated High School modality, aimed at the training of Teachers of Early Childhood Education and Early Years of Teaching of a public school, located in the north of Paraná. For this, the types of bibliographic, field and analytical research were used. The results point out that the use of the podcast tool in pedagogical practice, enriched the tasks proposed and executed and awoke the autonomy and criticality in the answers provided by the students. In addition, the proposed tasks aroused greater interest and curiosity in the students, who participated in activities in a dynamic and collaborative way, being instigated to be active subjects of the process of building their own knowledge. KEYWORDS: technologies; teaching; teacher training.

scholarly journals TIC e literatura infantil: desafios da prática pedagógica na era digital

2019 ◽  
Vol 12 (2) ◽  
pp. 116-134
Author(s):  
Juliana Prestes de Oliveira
Keyword(s):  
Children's Literature ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Teaching Experience ◽  
Communication Technologies ◽  
Pedagogical Practice ◽  
Literature Teaching ◽  
Language And Literature ◽  
Information And Communication

RESUMO: Este trabalho busca refletirem que medida há desafios na implementação das Tecnologias da Informação e Comunicação (TIC) na organização pedagógica de professores de Literatura, mais especificamente de doutorandas em Letras – Área Estudos Literários. Além disso, procura-se pensar sobre a formação/capacitação docente, principalmente no que diz respeito ao ensino de Literatura Infantil. Ao atentar-se para tais ideias, foi proposto o auxílio de duas pós-graduandas, que estavam passando pela experiência de Docência orientada, na disciplina de Literatura Infantil, do Curso de Pedagogia da UFSM, na utilização de TIC para o ensino-aprendizado de Literatura. Nessa ocasião, foi avaliado se os recursos auxiliaram-nas a atingir o objetivo, a finalidade pretendida e se despertaram nos alunos o interesse pelo conteúdo, contribuindo para o aprendizado. A partir da análise dos relatórios, percebeu-se que aprender como aplicar as TIC em sala de aula e usá-las é importante. PALAVRAS-CHAVE: TIC; literatura lnfantil; prática pedagógica; narratologia.   ABSTRACT: This paper reflects upon the challenges while implementing information and communication technologies (ICT) in the pedagogical organization of literature teachers, in particular those of language and literature PhD students. Furthermore, we seek to reflect upon teacher’s training, mainly concerning children’s literature teaching. By taking such aspects into consideration, it has been proposed the support of two post-graduate students going through an oriented teaching experience (Docência Orientada) in a Children’s Literature course, in the context of the Federal University of Santa Maria (UFSM) pedagogy undergraduate degree, while using ICT for literature teaching and learning. In this context, it has been checked whether the resources they used helped achieve their goals and whether they aroused student’s interest in the content, thus fostering learning. From the analysis of the reports, it became clear that learning how to apply and use ICT in the classroom is important. KEYWORDS: ICT; children’s literature; pedagogical practice; narratology.

scholarly journals Till ”vildingarnas” land: Barnboksförfattaren besöker förorten

2013 ◽  
Vol 6 ◽  
Author(s):  
Maj Asplund Carlsson ◽  
Johannes Lunneblad
Keyword(s):  
Children's Literature ◽  
Drug Abuse ◽  
Small Business ◽  
Urban Areas ◽  
Picture Books ◽  
Children’S Literature ◽  
Early Years ◽  
Children's Books ◽  
Children’S Books ◽  
Post Colonial

Title: Where “the wild things” are: An author of children’s books on a visit to the suburbsAbstract:Few studies have been carried out on children’s literature from a post-colonial perspective. In this article, we look closer at four picture books recently published in Sweden with the purpose of giving children from urban areas patterns of identification. The aim of our study is to see how the ‘suburb’ is articulated as a multi-accented sign. Three themes are elaborated in our analysis, i.e. loneliness and alienation, drug abuse and misery as well as small business occurrence. We also discuss the consequences for children in early years of an encounter with a distorted or alienated view of suburban culture.

scholarly journals The Construction of Pious Children in Serial Salman Dan Hamzah

2019 ◽  
Author(s):  
Muhammad Deden Purnama ◽  
Dhita Hapsarani
Keyword(s):  
Qualitative Research ◽  
Children's Literature ◽  
Children’S Literature ◽  
Religious Values ◽  
Research Approach ◽  
Main Character ◽  
Book Illustration ◽  
Textual Study ◽  
Children's Book ◽  
Religious Ideal

Children’s literature is often used as a medium for teaching values, for example religious values, in order to shape children’s character based on the understanding or ideology of certain groups. Through religious-based children’s literature, the figure of a religious ideal child was created and called a pious child. This example is applied by Salafi Islamic groups in Indonesia. The group that bases its teachings from the Salaf creates Islamic children’s book genre called ”Sunna children’s book”. The method used in this article is library-based qualitative research. Studies of pious character in European minority Muslim children’s literature have been widely carried out by Green-Oldendorf (2011), Shavit (2016) and Janson (2017), while studies of pious children in Indonesian contexts have only been done little, including this article. Textual study on the construction of pious children character is carried out according to the concept of ideal child in children’s literature by Purbani (2009), children book illustration and visual by Nodelman (2004), and pious Muslim child and childhood by research approach (Hendra-Priadi, 2019 and Scourfield et. al., 2013). The result of the research shows that pious children are represented through the main character who is very diligent in worshiping, behaving well, and obedient to parents. In addition, the construction of pious children in Serial Salman dan Hamzah is based on Salafi ideology concept of tarbiyah (education) that textually refers to the Quran and Hadith.

LITERATURA INFANTIL Y GÉNEROS TEXTUALES: LA CONTRIBUCIÓN DE LAS FÁBULAS A LA ENSEÑANZA DE LA CIENCIA EM LOS PRIMEROS AÑOS DE LA EDUCACIÓN FUNDAMENTAL

PARADIGMA ◽  
2020 ◽  
pp. 384-408
Author(s):  
Letícia Ferreira Ferreira ◽  
Lucila Akiko Nagashima
Keyword(s):  
Children's Literature ◽  
Science Teaching ◽  
Qualitative Data ◽  
Basic Education ◽  
Children’S Literature ◽  
Early Years ◽  
Science Content ◽  
French Writer ◽  
Jean De La Fontaine ◽  
Text Genre

La presente investigación buscó articular a la literatura infantil algunas de las características de la enseñanza de animales y ciencias basadas en referencias teóricas de literatura y educación antropológica. Por lo tanto, para el desarrollo de la investigación, partimos de la siguiente indagación: "¿Cómo pueden los maestros asociar la enseñanza de las ciencias com las narraciones literarias trabajadas em el aula?" Con este fin, se llevó a cabo una investigación empírica y cualitativa enfatizando las contribuciones de las fábulas a la enseñanza de la ciencia em los primeros años de la Educación Primaria. Teniendo em cuenta el papel lúdico de este género textual, sus características estimulantes para la literatura y las transposiciones imaginarias y didácticas se llevaron a cabo com la interpretación de esta narrativa como facilitador de la enseñanza de las ciencias em la serie inicial de Educación Básica. Se determinaron dos fábulas para el desarrollo del estudio: "El león y el ratón" y "La cigarra y las hormigas", ambas por Esopo y transcritas por el escritor francés Jean de La Fontaine. Los datos cualitativos fueron analizados y recopilados de la representación artística a través del dibujo del niño y sus consideraciones sobre el estudio. El análisis de los datos cualitativos y los resultados obtenidos muestran que los estudiantes se sorprendieron al encontrar contenido de ciencias en textos característicos de la Lengua Portuguesa.Palabras clave: Enseñanza de las Ciencias. Literatura Infantil. Transposición Didáctica. Fábulas.Literatura Infantil e Gêneros Textuais: A Contribuição das Fábulas para o Ensino de Ciências nos Anos Iniciais do Ensino FundamentalResumoA presente pesquisa buscou articular à literatura infantil algumas das características dos animais e do ensino de Ciências embasadas em referenciais teóricos da literatura e do ensino antropológico. Assim, para o desenvolvimento da pesquisa, partimos da seguinte indagação: "De que forma os professores podem associar o ensino de Ciências com narrativas literárias trabalhadas em sala de aula?" Para tanto, realizou-se uma pesquisa empírica e qualitativa enfatizando as contribuições das fábulas para o ensino de Ciências nos anos Iniciais do Ensino Fundamental. Considerando o papel lúdico deste gênero textual, suas características estimulantes à literatura e ao imaginário, foram realizadas transposições didáticas com a interpretação desta narrativa como meio facilitador para o ensino de Ciências nas séries iniciais da Educação Básica. Foram determinadas duas fábulas para o desenvolvimento do estudo: “O Leão e o Ratinho” e “A Cigarra e as Formigas”, ambas de Esopo e transcritas pelo escritor francês Jean de La Fontaine. Os dados qualitativos foram analisados e coletados a partir da representação artística por meio do desenho da criança e suas considerações acerca do estudo realizado. A análise dos dados qualitativos e os resultados obtidos denotam que os alunos se surpreenderam por encontrar conteúdos de ciências em textos característicos da Língua Portuguesa.Palavras chave: Ensino de Ciências. Literatura Infantil. Transposição Didática. Fábulas.Children's Literature and Text Genres: The Contribution of Fables to Science Teaching in the Early Years of Elementary SchoolAbstractThe present research sought to articulate children's literature with some characteristics of animals and Science teaching based on theoretical references from literature and anthropological teaching. Thus, for the development of the research, we start from the following question: "How can teachers associate science teaching with literary narratives worked in the classroom?" To this end, an empirical and qualitative research was carried out emphasizing the contributions of fables to the Science teaching in the early years of elementary school. Considering the playful role of this text genre, its stimulating characteristics to literature and the imaginary, didactic transpositions were carried out with the interpretation of this type of narrative as a facilitator of Science teaching in the initial grades of basic education. Two fables were determined for the development of the study: “The Lion and the Mouse” and “The grasshopper and the Ant”, both by Aesop and transcribed by the French writer Jean de La Fontaine. Qualitative data were analyzed and collected from the artistic representation through the child's drawing and their considerations about the study. The analysis of the qualitative data and the results obtained show that students were surprised to find science content in characteristic texts from Portuguese Language.Keywords: Science teaching. Children's literature. Didactic Transposition. Fables.

scholarly journals Die ontwikkeling van 'n paradigma vir die skryf van 'n kinderverhaal

Literator ◽  
1994 ◽  
Vol 15 (3) ◽  
pp. 21-40
Author(s):  
L. Theron ◽  
H. Du Plessis
Keyword(s):  
Children's Literature ◽  
Creative Writing ◽  
Children’S Literature ◽  
Oral Narrative ◽  
Six Elements ◽  
Children's Stories

The American linguist, William Labov, distinguished six elements underlying a well-structured oral narrative. These elements are, in the course of this article, developed into a paradigm which can he used in the writing of a children's story. Against the background of the sociolinguistics of Labov’s analysis the elements are further placed within Mary Louise Pratt's narratological approach. The elements are then applied to children's literature. Published and unpublished children's stories are analysed with reference to the elements indicated by Labov. On the basis of the analysis the elements are developed into a paradigm in the Creative Writing sense of the term.

Sign in / Sign up

Export Citation Format

Share Document