Ludicidade, afetividade e interdisciplinaridade nas vivências pedagógicas com as formas geométricas na educação infantil: um relato de experiência no estágio supervisionado

Abstract

This work is presented as an experience report and aims to analyze how pedagogical experiences developed through playful mathematical methodologies, articulated with affectivity and interdisciplinarity, contributed to the teaching and learning of geometric shapes in Early Childhood Education. The experience was lived during a teaching practice carried out in the Supervised Internship in Early Childhood Education, in a preschool of the municipal network of Manaus, with a class of children aged 4 to 5 years. The methodology adopted is characterized by a qualitative approach, anchored in the assumptions of historical-cultural psychology, based on the sensitive observation of the school routine,intentional planning and the implementation of a didactic sequence composed of educational games, playful and manipulative activities, exploration of concrete materials, bodily proposals and interaction and dialogue. The activities sought to break with mechanical and demotivating practices, prioritizing play, listening and affective mediation as central elements of the educational process. The results showed progress in the recognition of geometric shapes, in the development of fine and gross motor coordination, in engagement, participation, and social interactions among children, as well as in strengthening emotional security in the face of the proposed activities. It was observed that playful and sensitive methodologies broaden the possibilities for mathematical learning in childhood, respecting different rhythms and ways of learning. It is concluded that the experience contributed significantly both to the integral development of the children and to the construction of the teaching identity of the pre-service teacher, reaffirming the supervised internship as a fundamental formative space.