<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100304</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-35</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O movimento lógico-histórico na educação infantil: perspectivas para o ensino de Matemática]]></article-title>
<article-title xml:lang="es"><![CDATA[El movimiento lógico-histórico en la educación infantil: perspectivas para la enseñanza de las Matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[The logical-historical movement in the childhood education: perspective for the teaching of Mathematics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viviani]]></surname>
<given-names><![CDATA[Camila Fernanda Biolcatti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como objetivo discutir sobre o ensino de Matemática na educação infantil com base no movimento lógico-histórico, a partir da fundamentação teórica do Materialismo Histórico-Dialético e da Teoria Histórico- Cultural. Defende-se que o ensino de Matemática seja intencionalmente planejado pelo professor na perspectiva do pensamento teórico dialético desde a educação infantil. Destarte, o pensamento conceitual e científico é a base das neoformações e do processo de aprendizagem. O conceito é produto das necessidades sociais, sendo, assim, direcionado por um motivo. Apresenta-se a Atividade Orientadora de Ensino como base teórico- metodológica para a formação do pensamento conceitual nos processos de ensino e aprendizagem e as Situações Desencadeadoras de Aprendizagem como recurso para sistematizar um problema desencadeador da aprendizagem de determinado conceito. Este artigo é resultado de uma pesquisa teórico- bibliográfica, fundamentada no movimento logico-histórico. Nesta perspectiva, apresentamos as Situações Desencadeadoras de Aprendizagem como possibilidades para o trabalho docente, propondo, como exemplo, uma atividade baseada na história virtual do conceito. Espera-se ter contribuído para a defesa do ensino desenvolvente na educação infantil e da importância da aprendizagem no desenvolvimento do psiquismo humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este tiene por objeto discutir la enseñanza de las matemáticas en la educación infantil a partir del movimiento lógico-histórico, utilizando los fundamentos teóricos del Materialismo Histórico- Dialéctico y de la Teoría Histórico-Cultural. Se argumenta que la enseñanza de las matemáticas debe ser intencionalmente planificada por el profesor en la perspectiva del pensamiento teórico dialéctico desde la educación infantil. Así, el pensamiento conceptual y científico es la base de las nuevas formaciones y del proceso de aprendizaje. Los conceptos son el producto de necesidades sociales y, por tanto, están impulsados por un motivo. La Actividad Orientadora de la Enseñanza se presenta como la base teórico-metodológica para la formación del pensamiento conceptual en los procesos de enseñanza y aprendizaje y las Situaciones Desencadenantes del Aprendizaje como un recurso para sistematizar un problema que desencadena el aprendizaje de un concepto determinado. Entre los tipos de Situaciones Desencadenantes de Aprendizaje, que son la historia virtual del concepto, los juegos y las situaciones emergentes de la vida cotidiana, utilizamos como ejemplo de propuesta de trabajo docente una actividad basada en la historia virtual del concepto. Esperamos haber contribuido a la defensa de la enseñanza desarrolladora en la educación infantil y de la importancia del aprendizaje en el desarrollo del psiquismo humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to discuss the teaching of mathematics in early childhood education based on the logical-historical movement, using the theoretical foundations of historical-dialectical materialism and historical-cultural theory. It argues for mathematics that the teacher, from the perspective of dialectical theoretical thinking, should intentionally plan the teaching of mathematics in early childhood education. Thus, conceptual and scientific thinking is the basis of new formations and the learning process. A motive drives the concept, which is a product of social needs. We present the Teaching Guiding Activity as a theoretical-methodological basis for the formation of conceptual thinking in teaching and learning processes, and the Triggering Learning Situations as a resource for systematizing a problem that triggers the learning of a specific concept. This article is the result of theoretical and bibliographical research on the logical-historical movement. From this perspective, we present the Triggering Learning Situations as possibilities for teaching work, proposing, as an example, an activity based on the virtual history of the concept. We hope to have contributed to the defense of developmental teaching in early childhood education and the importance of learning in the development of the human psyche.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Movimento lógico-histórico]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento conceitual]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="es"><![CDATA[Movimiento lógico-histórico]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento conceptual]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Educación infantil]]></kwd>
<kwd lng="en"><![CDATA[Logical-historical movement]]></kwd>
<kwd lng="en"><![CDATA[Conceptual thinking]]></kwd>
<kwd lng="en"><![CDATA[Teaching mathematics]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
</kwd-group>
</article-meta>
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