RESUMO -Conceitos Numéricos na Educação Infantil: uma pesquisa etnográfica.Este artigo descreve uma pesquisa que analisou a construção de conceitos numéricos iniciais em crianças entre 2 e 5 anos da Educação Infantil. A pesquisa qualitativa, na modalidade etnográfica, foi realizada em duas escolas: uma no Núcleo de Desenvolvimento Infantil, da Universidade Federal de Santa Catarina, no Brasil e outra na Scuola XXV Aprile, em Reggio Emilia, na Itália. O objetivo foi descrever a forma como as situações espontâneas de construção dos primeiros conceitos matemáticos foram aproveitadas pelos professores de tais escolas. Nas duas escolas foram constatadas oportunidades espontâneas de construção numérica apresentadas pelas crianças, mas as situações trazidas pelos alunos não foram aproveitadas pelos professores. Palavras-chave: Conceitos Numéricos. Educação Infantil. Pesquisa Etnográfica. ABSTRACT -Numerical Concepts in Early Education: an ethnographic research. This paper describes a research that analyzed the early construction of number concepts in two to five year old children of Early Education. The qualitative ethnographic research was conducted in two schools: at the Núcleo de Desenvolvimento Infantil, Universidade Federal de Santa Catarina in Brazil and at the Scuola XXV Aprile, in Reggio Emilia, Italy. The aim was to describe the way that the spontaneous situations of number concepts were improved by teachers of these schools. In both schools the children demonstrated spontaneous opportunities of numerical constructions. Therefore, those situations were not used by teachers to improve the children's numerical knowledge.

No abstract

The objective of this work is to study the acquisition of languageby proceeding along two extremely fertile paths, that of the GenerativistSchool, with Noam Chomsky at its forefront, and that of the Inter-actionistSchool _cognitivist _also called constructivist, with Jean Piaget as its representative.Occasionally, the term constructivism manifests itself in interpretationsthat are different from the Piaget model for the acquisition oflanguage. This work has no interest in provoking uproar in respect to thesubject. The core of the theoretical foundation is found in the nature of languageunder the two points of view noted above, to be developed in theprocess of their presentation. This article presents, eminently, theoreticaldiscussions and, therefore, forms part of the methodology summarized insome classical texts pertaining to the theme. Our intention is that of contributingthrough supplementary studies directed towards the nature of the acquisitionof the language for questions that are complex and polemic. In thisway, we also hope to supply, to those interested in the subject, data for theexisting bibliography regarding this issue.