Jogos matemáticos da educação infantil na perspectiva dos campos de experiências

Abstract

In this article, we intend to analyze and/or to make a relation between the mathematical games offered in early childhood education and the fields of experiences presented in the National Curricular Common Base - BNCC. The research carried out was of a bibliographic and qualitative nature. The authors that guided the studies were Huizinga (2017), Retondar (2013), Salen and Zimmerman (2012) and Kishimoto (2011 and 2016), and the official documents themselves, National Curricula for Early Childhood Education (2010) and the National Curricular Common Core (2017). The fields of experience are not a revolution in pedagogical practice, something totally new, since 2010 it was already argued that children need to learn through experiences, but now, in 2017 appears with emphasis as a means to ensure that it really happens. Finally, some games suggested were designed and applied in a way that dialogues with the fields of experiences and it was found that, although perhaps more laborious, they make the construction of knowledge by children and teachers even more pleasant and meaningful for their life, because they are not disconnected from their reality.