<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992016000300433</article-id>
<article-id pub-id-type="doi">10.14244/198271991709</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O trabalho com espaço e forma na educação infantil: Experiências em colaboração]]></article-title>
<article-title xml:lang="en"><![CDATA[Working with Space and Shape in Early Childhood Education: Experiences in Collaboration]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Karina Luiza da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Megid]]></surname>
<given-names><![CDATA[Maria Auxiliadora Bueno Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Alessandra Rodrigues de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Gislaine Cristina Bonalumi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>10</volume>
<numero>3</numero>
<fpage>433</fpage>
<lpage>445</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992016000300433&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992016000300433&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992016000300433&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este relato apresenta a experi&#234;ncia de um trabalho com o quebra-cabe&#231;a &#8220;Meli-Mel&#244;&#8221; em duas turmas de educa&#231;&#227;o infantil em Unidades Educacionais do interior de S&#227;o Paulo, Brasil. A partir das atividades, trabalhamos aspectos relativos a espa&#231;o e forma e grandezas e medidas. As propostas de car&#225;ter l&#250;dico foram realizadas com crian&#231;as de dois anos e meio a cinco anos, tendo como objetivos: desenvolver habilidades espaciais e geom&#233;tricas, possibilitar a realiza&#231;&#227;o de a&#231;&#245;es de medir, favorecer o di&#225;logo e promover a viv&#234;ncia de trabalho em grupo. Foram realizadas diferentes atividades como: manipula&#231;&#227;o das pe&#231;as, montagem de figuras livremente e a partir de tra&#231;ados e de sombras, montagem de figuras tridimensionais e jogo do comprimento. A avalia&#231;&#227;o do trabalho considerou a observa&#231;&#227;o de algumas quest&#245;es: como foi a participa&#231;&#227;o das crian&#231;as no grupo grande e em pequenos grupos? Como as crian&#231;as, de diferentes faixas et&#225;rias participaram das diferentes propostas? Quais atividades foram mais f&#225;ceis ou mais dif&#237;ceis para cada grupo? Quais comportamentos e falas nos revelaram aprendizagens? A realiza&#231;&#227;o das atividades planejadas demonstrou que as crian&#231;as t&#234;m diversas hip&#243;teses acerca das formas, identificam semelhan&#231;as e diferen&#231;as, utilizam vocabul&#225;rio geom&#233;trico, argumentam acerca do que pensam, especialmente no trabalho em pequenos grupos, cujas experi&#234;ncias favorecem a participa&#231;&#227;o de quase todas as crian&#231;as que os comp&#245;em. Considera-se que o trabalho possibilitou aprendizagens e favoreceu o contato com a matem&#225;tica na educa&#231;&#227;o infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract This report shows the experience of a work conducted with the Meli-Melo puzzle in two early childhood education classes at two different schools in the state of S&#227;o Paulo, Brazil. With the work&#8217;s activities as a starting point, aspects related to space and shape, as well as quantities and measures, were approached. Children from two and a half to five years old participated in the playful activities, which had the following goals: to develop spatial and geometric skills, to allow measuring actions, to favor dialogue and to boost group work experience. There were several activities, like handling the pieces, assembling images freely or according with outlines and models, assembling three-dimensional figures, and the length game. The following questions were considered in the evaluation of the work: how was the children&#8217;s participation in large groups and small groups? How did children of different age groups engage in the different proposals? Which activities were easier or more difficult for each group? Which behaviors and conversations showed us new knowledge? The fulfillment of the planned activities showed that the children had several hypotheses regarding shapes and that they were able to identify similarities and differences, use geometry vocabulary, and discuss their thoughts, particularly when working in small groups, which favored the participation of nearly all children. We believe the work reported has allowed learnings and a contact with mathematics in early childhood education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagens em Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Quebra-cabeças]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Learning Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Puzzles]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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