PARADIDATIC ACQUIS OF THE NATIONAL PACT FOR LITERACY AT THE RIGHT AGE - PNAIC - AND THE POSSIBILITIES OF CHILD LITERATURE IN MATHEMATICS CLASSES

Abstract

It is assumed, in this study, that the teaching of mathematics combined with children's literature can contribute to the process of literacy in the perspective of literacy. Based on this assumption, the article aims to describe results and directions for the possibilities of adopting literature in the context of learning mathematical content. The framework highlights questions about mathematical literacy and mathematical literacy, as theoretical support for the discussion. The methodological approach is inscribed in the field of qualitative research in education, of a descriptive-analytical character, in which we direct looks and efforts to describe how the literacy teacher can use three titles in his classes, chosen by us, as well as which directions the reading of these narratives announce. For this purpose, an analysis of the books in the collection distributed to public schools was carried out by the National Pact for Literacy at the Right Age Program - PNAIC - of classes in the literacy cycle (1st to 3rd year). As a result of the critical appreciation of the analyzed books, we conclude that implementing the reading of literature in a broad relationship with the exploration of concepts with children aged 6 to 8 years can represent a rich and promising way to learn and teach mathematics in a way that becomes more meaningful and motivating for both student and teacher.