<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442023000100310</article-id>
<article-id pub-id-type="doi">10.5902/1984644467381</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagem da Matemática e da Língua Portuguesa nos Anos Iniciais sob a ótica de Piaget]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning Mathematics and Portuguese in the early years from the perspective of Piaget]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje de las Matemáticas y de La Lengua Portuguesa en los primeros años desde la perspectiva de Piaget]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sievert]]></surname>
<given-names><![CDATA[Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Camila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442023000100310&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442023000100310&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442023000100310&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente estudo objetivouconhecer as etapas do desenvolvimento cognitivo das crianças sob a ótica de Piaget com vistas a compreender o aprendizado da Matemática e da Língua Portuguesa nos Anos Iniciais. Para tanto, utilizou-se a pesquisa bibliográfica que tratou da construção do conhecimento na teoria piagetiana e dos estádios de desenvolvimento, bem como da implicância dessa teoria no aprendizado da Matemática e da Leitura e Escrita. Constatou-se que os estádios devem ser considerados como as estruturas mentais construídas que não possuem cronologia fixa e que cada indivíduo possui características e estruturas específicas. Essas estruturas possibilitam o conhecimento, que é construído através do contato com o meio. O aprendizado da Matemática e da Língua Portuguesa está relacionado às manipulações e interações que partam de objetos ou situações concretas, além das interações sociais em sala de aula, na qual o aluno deve ser o centro do processo ensino-aprendizagem. Concluiu-se que conhecer os estádios é fundamental para compreender como a construção do conhecimento acontece, dando foco ao aluno de forma a estimulá-lo e suscitar &#8220;desequilíbrios&#8221; que o levem à busca pela equilibração.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[  ABSTRACT  The present study aimed to know the cognitive development stages of children from the Piaget perspective in order to understand learning of Mathematics and Portuguese Language in the Early Years. For this purpose, we used the bibliographical research that dealt with the construction of knowledge in Piagetian theory and development stages, as well as the implication of this theory in the learning of mathematics and reading and writing. It was found that the stages should be considered as the constructed mental structures, that they do not have a fixed chronology and that each individual has specific characteristics and structures. These structures enable knowledge, which is constructed through contact with the environment. The learning of Mathematics and The Portuguese Language is related to manipulations and interactions that start from concrete objects or situations, in addition to social interactions in the classroom, in which the student should be the center of the teaching-learning process. It was concluded that knowing the stages is fundamental to understand how the construction of knowledge happens, focusing on the student in order to stimulate it and raise "imbalances" that lead them to the search for balance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente estudio tuvo como objetivo conocer las etapas del desarrollo cognitivo de los niños desde la perspectiva de Piaget para comprender el aprendizaje de las Matemáticas y la Lengua Portuguesa en los primeros años de la escuela primária. Para eso, se utilizo la investigación bibliográfica, que abordo la construción del conocimiento em la teoría piagetina y las etapas de desarrollo, así como la implicacióm de este teoría en el aprendizaje de las Matemáticas y la Lectura y Escritura. Se constató que las etapas deben considerarse como las estructuras mentales construidas que no tienen cronología fija y que cada individuo tiene características y estructuras específicas. Estas estructuras permiten el conocimiento, que se construye a través del contacto con el medio ambiente. El aprendizaje de las Matemáticas y de la Lengua Portuguesa está relacionado con las manipulaciones e interacciones que parten de objetos o situaciones concretas, además de las interacciones sociales en el aula, en las que el estudiante debe ser el centro del proceso de enseñanza-aprendizaje. Se concluyó que conocer las etapas es fundamental para comprender cómo ocurre la construcción del conocimiento, centrándose en el estudiante con el fin de estimularlo y plantear "desequilibrios" que lo lleven a la búsqueda del equilibrio.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Piaget]]></kwd>
<kwd lng="pt"><![CDATA[Construtivismo]]></kwd>
<kwd lng="pt"><![CDATA[Anos iniciais]]></kwd>
<kwd lng="en"><![CDATA[Piaget]]></kwd>
<kwd lng="en"><![CDATA[Constructivism]]></kwd>
<kwd lng="en"><![CDATA[Early years]]></kwd>
<kwd lng="es"><![CDATA[Piaget]]></kwd>
<kwd lng="es"><![CDATA[Constructivismo]]></kwd>
<kwd lng="es"><![CDATA[Primeros años]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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