O SENTIDO ESPACIAL NA LITERATURA INFANTIL

Abstract

This study walks between Early Childhood Education and Mathematics Education. Its focus is the articulation between children's literature and spatial sense, more specifically spatial orientation in childhood. This question guided the research: what possibilities do some children's literature books offer to explore ideas of spatial orientation in Kindergarten with four and five year old children? Thus, the study aimed to identify and analyze in some works of children's literature what it find from spatial orientation, as well as possibilities for an integrated and intentional work with the fields of experience recommended by the Common National Curriculum Base (BRASIL, 2017) for this teaching phase. This goal involved three objectives. First, to identify the clues that some children's literature books present about spatial orientation in the field of geometry. Secod to discuss the possibilities of working on spatial orientation from children's literature books from the collection of the Municipal Education Department of Santa Teresa (ES). Third to relate the evidence found on spatial orientation in three children's literature books with the fields of experience proposed by the BNCC (BRASIL, 2017) for Early Childhood Education. Through a qualitative document-based research, we investigated the possibilities that three children's literature offer to explore, with 4 and 5 years old children, the images from the books and the situations addressed in the stories. We made this in light of the works of Smole (2000), Smole, Diniz, Cândido (2003), Mendes and Delgado (2008), and Zogaib (2019), who offered the theoretical contribution on spatial orientation, and Smole, Cândido and Stancanelli (1997), who supported discussions on children's literature. With basis on our teaching experiences. We used Mendes and Delgado (2008) to build dialogues that Kindergarten teachers may create with children in order to awaken and provoke their curiosity into observing objects, its positions and directions in the literature that iteachers will read for children of this age group. The dialogues and activities suggested for developing notions of spatial orientation aim to contribute to the early childhood education and to the learning process of this geometry content, presented implicitly and/or explicitly in the three children's literature books. The research pointed out as a main result that exist possibilities of articulation between children's literature and spatial orientation in the work with Kindergarten, emphasizing the previous and actual experiences of each child, in a world permeated by geometry.