Tarefas Matemáticas para o Desenvolvimento da Percepção de Espaço na Educação Infantil: potencialidades e limites

This article aims to analyze the potentialities and limits of mathematical tasks, elaborated based on the didactic suitability criteria, to favor the development of space perception in children of Early Childhood Education. The criteria of didactic suitability, theoretical tools of the ontosemiotic approach, serve for analysis and evaluation of teaching and learning processes. This qualitative study was developed with the children of Group 3 in the Federal University of Bahia day-care center, through the implementation of task sequences. The results showed that, overall, the task’s sequences had a level of didactic suitability from medium-high to high and, although they did not reach a high level of suitability, they played a coherent interrelationship, contributing with a favorable * Mestrado em Educação Científica e Formação de Professores pela Universidade Estadual do Sudeste da Bahia (UESB). Professora da Universidade Federal da Bahia (UFBA), Salvador, Bahia, Brasil. Endereço para correspondência: Creche/UFBA. Rua Padre Feijó, 52, Canela, Salvador/Bahia, CEP: 40.110-170, Brasil. E-mail: celmabm@gmail.com. ** Doutorado em Didática da Matemática pela Universidade de Santiago de Compostela (USC). Professora da Universidade Estadual do Sudoeste da Bahia (UESB), Vitória da Conquista, Bahia, Brasil. Endereço para correspondência: Departamento de Ciências Exatas e Tecnológicas. Estrada do Bem-Querer, km 4, Caixa Postal 95, Vitória da Conquista/BA, CEP: 45083-900, Brasil. E-mail: professorataniagusmao@gmail.com. *** Doctorado en Ciencias de la Educación por la Universitat de Barcelona (UB). Profesor Titular de la Universidad de Barcelona (UB), Barcelona, España. Dirección postal: C/ Fígols, 15, CP 08028, Barcelona, España. E-mail: vicencfont@ono.com. ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980-4415v32n60a12 Bolema, Rio Claro (SP), v. 32, n. 60, p. 231 254, abr. 2018 232 course of approach for the children, with important notions for the development of space perception, showing, as a whole, the potential of the designed tasks and, therefore, the suitable character of the proposal. Specifically, the mediational criterion, which concerns, for example, material resources, ended up functioning as a learning boundary, since it was a distractor, diverting children's attention to other learning objectives.