Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-05-10T14:42:38Z No. of bitstreams: 1 Patricia Maria Barbosa Jorge Sparvoli Costa.pdf: 1692874 bytes, checksum: 06c38b6c295ec1a75de13916000c2f3e (MD5) / Made available in DSpace on 2016-05-10T14:42:38Z (GMT). No. of bitstreams: 1 Patricia Maria Barbosa Jorge Sparvoli Costa.pdf: 1692874 bytes, checksum: 06c38b6c295ec1a75de13916000c2f3e (MD5) Previous issue date: 2015-12-04 / This research investigated the use of child stories with math learning, a subject that brings so many challenges to our students. We verified how fairy tales, read in First year of Elementary School classrooms, can provide children math alphabetization, inside literacy perspective. The main objective was to analyze the possible connections between the use of fairy tales and the math learning for the first year of elementary school children. We realized an empirical research in a public school of Mogi Mirim city, S?o Paulo state, where the town Secretary realized the government program ?Right Age Alphabetization National Pact? (PNAIC, in Portuguese) training. We analyzed the main literacy contributions on the first years of Elementary School in different aspects: analyze how literacy insertion in those children are and identify the docent methodologies when they read stories and relate them to math learning, contemplating the PNAIC objectives. We expect with the development of this research to present new possibilities in the math learning, observing if the fairy tales can contribute in fact with the math alphabetization process. The theoretical and methodological basis anchored in the cultural-historical psychology perspective. During the empirical research, we made systematic observations of classroom routine, mainly on moments with child stories and moments with math learning. The intention was to establish a connection with the children and the teacher. We started the interventions from three fairy tales reading ? The three little pigs; Jack and the beanstalk and Goldilocks and the three bears, beginning always with objects so that children could explore them and build imaginative processes before the story reading. The research observed how fairy tales can be a potentiality on math learning. From established dialogues, different materials and proposals, the children mathematically developed themselves, bringing with them lived experiences outside the school environment. We expect to present new learning math possibilities, observing how fairy tales contribute to math alphabetization process development. / Esta pesquisa investigou a utiliza??o das hist?rias infantis no trabalho com a matem?tica, uma disciplina que provoca tantos desafios aos nossos alunos. Investigamos como os contos de fadas, utilizados nas salas de 1? ano do Ensino Fundamental, podem favorecer o desenvolvimento da alfabetiza??o matem?tica das crian?as, na perspectiva do letramento. Com o objetivo principal de analisar as poss?veis conex?es entre o uso dos contos de fadas e a aprendizagem matem?tica no 1? ano do Ensino Fundamental, realizamos uma pesquisa emp?rica em uma sala de aula de uma escola da rede municipal de Mogi Mirim-SP, cuja Secretaria Municipal tem ofertado forma??o e utilizado as a??es do Pacto Nacional pela Alfabetiza??o na Idade Certa ? PNAIC. O embasamento te?rico-metodol?gico deste trabalho ancorou-se na perspectiva hist?rico-cultural. Na pesquisa emp?rica, realizamos observa??es sistem?ticas da rotina de uma classe, principalmente no que se refere aos momentos do trabalho com a literatura infantil e com a aprendizagem matem?tica. Iniciamos as interven??es junto ?s crian?as, a partir da leitura de tr?s contos de fadas ? Os tr?s porquinhos; Jo?o e o p? de feij?o e Cachinhos Dourados - , partindo da utiliza??o de objetos disparadores para que as crian?as constru?ssem processos imaginativos. Os resultados desta pesquisa permitiram perceber os contos de fadas como uma potencialidade na aprendizagem matem?tica. A partir dos di?logos estabelecidos, dos diferentes materiais e propostas, as crian?as avan?aram matematicamente, inclusive ao indicarem suas experi?ncias vivenciadas fora do ambiente escolar. Esperamos, com o desenvolvimento desta pesquisa, apresentar novas possibilidades de ensino e aprendizagem da matem?tica, tendo como suporte os contos de fadas na perspectiva de que contribuem com o processo da alfabetiza??o matem?tica.