Educação infantil e tecnologias digitais da informação e comunicação (TDIC) no ensino de matemática: reflexões dos documentos orientadores

Abstract

Early Childhood Education plays a crucial role in the integral development of children, and Mathematics is an essential area of knowledge from the first years of life. With the ad vancement of Digital Information and Communication Technologies (DIT), the question arises as to how these tools can be effectively incorporated into the teaching of Mathematics in Early Childhood Education, in accordance with national guidelines. This work seeks to analyze the relationship between Early Childhood Education, Mathematics teaching and the use of TDIC, taking into account national guiding documents, such as the National Curricu lar Reference for Early Childhood Education (RCNEI) and the National Curricular Docu mentation for Early Childhood Education (DCNEI). The justification for this research lies in the importance of understanding how TDIC can be used in a pedagogically appropriate way, respecting the characteristics and needs of children in their first years of life. The main objective of this study is to analyze how TDIC can be integrated into the teaching of Math ematics in Early Childhood Education, considering the reflections and guidelines present in national guiding documents. The research was conducted through a literature review, doc ument analysis and case studies, focusing on the RCNEI and DCNEI guidelines related to the teaching of Mathematics in Early Childhood Education. Pedagogical approaches, exam- ples of practices and specific recommendations on the use of TDIC in this context were examined. The results of this research highlight the relevance of Mathematics in Early Childhood Education and the need for a pedagogical approach that values children's active participation. TDIC were identified as tools that can enrich the teaching and learning pro- cess, as long as they are used judiciously and aligned with the principles of early childhood education. This study concludes that the integration of TDIC into Mathematics teaching in Early Childhood Education requires a pedagogical approach sensitive to children's needs, adequate teacher training and educational environments that promote interactivity and col- laboration. Reflections from national guidance documents provide important guidelines to ensure that TDIC is used effectively, preparing children to face the challenges of an increas- ingly technological world, while promoting children's mathematical and integral develop- ment in their early years. infancy