Care and education mediated by mathematical language in the daycare center routine

Abstract

The field of early childhood education lacks discussions that interrelate care and education practices with different children's languages, among which we highlight the mathematical language that is the center of our interest in the text on screen. That said, in this article we present the results of an investigation, funded by CNPq, whose objective is to understand the implications of inserting teachers in a study group for identity and the redefinition of the experience with mathematical language in the context of Early Childhood Education. In the investigative scope, we are interested in looking at the pedagogical work carried out in daycare centers, that is, in the care and education of babies and very young children. The study with a qualitative approach, in methodological terms, uses interactions in reflective meetings with teachers, their practices and narratives resulting from experiences with children under three years of age. The theoretical framework discusses the specificity of the field in a relationship with the concept of caring and educating mathematically (Ciríaco, 2020). The results point to the relevance of collaboration, of sharing actions, with regard to the recognition of the autonomy of teaching work in daycare centers and professionalization.