Resumo

SANTOS, Francely Aparecida dos. Child literature as a pedagogical strategy in the mathematic literacy process. Ensino em Re-Vista [online]. 2020, vol.27, n.2, pp.546-571.  Epub 17-Ago-2020. ISSN 1983-1730.  https://doi.org/10.14393/er-v27n2a2020-7.

This article aims to present the report of the experience with academics of the 5th period of the Pedagogy course in which children's literature and Mathematics were articulated. This content is part of the Mathematics in the Initial Series of Basic Education and was developed by analyzing 23 (twenty three) different books divided into 6 (six) working groups. This activity helped broaden the reflective process related to teaching and learning mathematical content in classes in the early years of elementary school. As a result, we can reinforce, by the evaluation of the students, the importance of this type of work where the Children's Literature can be part of the Mathematics classes in the Pedagogy course, as a process of formation to work in the teaching profession. Therefore, we conclude by reaffirming the need to make the relationship between Mathematics and children's literature more flexible, as a pedagogical strategy.

Palavras-chave : Children's Literature; Pedagogical strategy; Mathematical Literacy.

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