Ensino de Matemática na transição entre a Educação Infantil e o Ensino Fundamental

This text derives from a research carried out as Final Project for the Degree in Pedagogy at the Federal Institute of Education, Science and Technology of Rio Grande do Sul - Bento Gonçalves. The aim was to analyze the teaching perspective on pedagogical practices related to teaching mathematics in the transition between Early Childhood Education and Elementary Education. This was a qualitative study, carried out between August/2023 and July/2024, based on structured interviews with teachers who work in public schools in Bento Gonçalves - RS. The reflective oral narratives (Cunha, 1997), were analyzed from the perspective of Bardin (2011), in light of the normative documents of Brazilian Basic Education and the studies of Kamii (1988), Rangel (1992), Lorenzato (2006), Barboza (2020) and Winter and Furtado (2017). It was possible to see a gap between the narrated practices and the standards for Early Childhood Education as well as the approximation in Elementary Education, with an emphasis on the Thematic Unit Numbers of the BNCC. In addition, the narratives about the development of logical-mathematical thinking converge with the references studied, because they emphasize the use of concrete materials, games, free play, diversity of methodologies and implications of following the standards. Regarding the transition, the Early Childhood Education teachers highlighted the reduction in play time and the focus on learning numbers and the Elementary school teachers mentioned the resumption of previously learned notions. However, many standardized objectives/objects were not mentioned. To improve the teachers' teaching process, the space for ongoing training can [...].