Between the 1st and 3 from December, the Professional Master's Degree in Education (MPE) from the University of Taubaté (UNITAU) promotes the III International Education Seminar. The event will be online, with transmission of TV UNITAU e também conta em sua programação com o IV Encontro de Egressos e o II Encontro de Práticas Pedagógicas na Educação.

For three days, os participantes poderão conferir apresentações de pesquisas na área e participar de debates sobre práticas pedagógicas.

Among the seminar speakers, is confirmed for the day 2 December the participation of Prof. Dr. Carlos Marcelo García, teacher training specialist, coordenador do Programa de Doutorado em Educação da Faculdade de Educação da Universidad de Sevilla.

The researcher is a reference in teaching professional development and argues that this practice is not merely technical, but rather an activity that performs a social function with the aim of democratizing people's access to culture, à informação e ao trabalho.

In your talk, a prof. Carlos Marcelo Garcia will address the lessons and challenges of the pandemic for teachers in their professional development. The isolation caused by Covid-19 transformed the way of teaching, to learn and train new teachers. “The pandemic changed the context not only of basic education, but from all levels of education: basic, secondary, university”, pontua o pesquisador.

The children, who previously saw school as a place of learning, began to see it in their own homes and use leisure tools to learn. “It doesn’t mean that children and teenagers didn’t know how to use cell phones and computers, but they didn't know how to use them for their own learning. Children lacked autonomous learning competence, and this was fundamental for the success of learning”, ressalta o especialista.

Absorbing content and interacting with colleagues only through screens created gaps not only in the school curriculum, but also social. “Education is not just knowledge, are values, which are acquired in exchange with teachers and colleagues”, points out the Prof. Carlos Marcelo.

In this scenario, teachers had to adapt without prior notice to meet student demand, what transformed teaching. “There are impacts on your own identity. Teachers must learn to teach their students with technological resources, there is a huge fracture in the identity of teachers”, explica o docente.

These transformations will be debated at the III International Education Seminar. The works presented contain the pedagogical experiences of basic education teachers during the post-pandemic period, enfatizando o diálogo entre esses relatos e o desenvolvimento de práticas pedagógicas.

The participation of international references in the field at the Seminar provides enriching experiences for Education professionals. “We live in a global world, where education also has to be internationalized. A teacher cannot only be from his discipline and school. You have to know what the trends are, digital products to enrich your own pedagogical repertoire”, reinforces the Prof. Carlos Marcelo.

During the event, Also taking place are the II Meeting of Pedagogical Practices in Basic Education of the MPE and the IV Meeting of Graduates. Registration is free and is open to teachers and researchers as listeners until the day 3 from December. To check the schedule and register, Click here.

“This is an environment that interests basic education teachers, university professors and graduates, as it will discuss pedagogical practice in the post-pandemic”, emphasizes the Professor. Dr. Juliana Bussolotti, docente do MPE da UNITAU.

ACOM/UNITAU

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Games to playfully stimulate the learning of mathematics for early childhood education are part of a virtual book published by the Editora da Universidade de Taubaté (EdUnitau).

The book “Mathematics in early childhood education: 16 unconventional problem-solving proposals” introduces different methods that teachers can use with students. The publication is the result of research involving 17 early childhood education students, from 4 years to 5 years and 11 months, in a public school in Vale do Paraíba. The research resulted in a dissertation by Profa. Ma. Raíssa Alexandra Lopes Duarte, graduate of the Professional Master's Degree in Education (MPE) from UNITAU. Raíssa was guided by Profa. Dr. Maria Tereza de Moura Ribeiro, que integra o corpo docente do MPE.

The researchers highlight the role of mathematical teaching, with interactive methods, for the development of children's autonomy, allowing them to raise hypotheses and present ideas. Os problemas foram desenvolvidos a partir do interesse da classe em conjunto com os documentos norteadores da educação infantil.

“They were interested in pizza, what they ate at the weekend, So we took advantage of this theme to develop a proposal in which they could problematize and construct mathematical concepts”, explica a professora Raíssa.

Student protagonism is essential. “The teacher does not induce the answers, children think, share, learn from colleagues”, conta a professora Maria Teresa.

The quality of education is a topic closely monitored by the United Nations (HIM), being one of 17 Sustainable Development Goals (ODS 4). In the last two years, houve um aumento da taxa de analfabetismo entre jovens devido à pandemia do coronavírus.

No brazil, data from the Basic Education Assessment System (SAEB) point out that 20% of 2nd year elementary school students do not know how to do basic math operations, like addition and subtraction. This represents an increase in 4% em relação à taxa de 2019.

The connection between learning mathematics in kindergarten and elementary school is made by teacher Maria Teresa. “Early childhood education is a fertile point for stimulating logical thinking. If the child has contact with mathematics in this way, From an early age, she will have more chances of being a student who likes to solve problems, a behavior that facilitates the teaching of mathematics.”

According to professor Raíssa, It's not about anticipating concepts for children, but, sim, to stimulate the development of an understanding of mathematics. “If the child already has contact with mathematical knowledge, if she already develops mathematical perception in early childhood education, a spatial sense, of course, not fundamental, It will be easier to perform basic operations. Working with manipulative materials will allow this child to reach elementary school much more calmly in order to have access to these concepts.”

ACOM/UNITAU

Published in: https://unitau.br/noticias/detalhes/5494/livro-propoe-16-brincadeiras-para-introducao-a-matematica-na-educacao-infantil/

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