Resumo

LAMONATO, Maiza  e  PASSOS, Cármen Lúcia Brancaglion. Pre-school teachers' learning: possibilities from an exploration-investigation in Geometry. Ciênc. cogn. [online]. 2009, vol.14, n.2, pp. 92-112. ISSN 1806-5821.

This research studied the knowledge revealed by Pre-school teachers in a continuing professional training course, in which those teachers were involved in investigation activities based on mathematics geometric contents, reflected on their own teaching practices and as well as developed activities with their students. In this qualitative research the data were collected through video recordings, observation and note taking done by the researcher on a diary and associated with the written registers of the four participant's notes. The researcher also acted as a trainer. In this case, the observation conducted was a participant observation. The reconsideration of the pedagogical practice - as a result of the activities experienced and the moments of sharing reflections - gave birth to the development of new viewpoints as to how geometry is conceived at the outset of primary school. Moreover, such reconsideration resulted in new elaborations of the pedagogical content knowledge, which indicates possibilities for mathematical exploration-investigation in the math teaching for six-year-olds. Such evidences also showed changes in teachers' attitudes when adopting an inquiry and critical posture, which can also lead to more critical and inquiring students, who will ask and justify their hypothesis in an integrated activity with their teacher. The actions developed by the participant teachers in the classroom confirmed such possibilities, and brought new perspectives to understand the purpose in the children's writing and attitudes when playing in the room

Palavras-chave : teacher education; in service education; Geometry teaching; exploratory-investigative activities; children education - Mathematics.

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