MATHEMATICS EDUCATION, GAMES AND BODY MOVEMENT: INTERFACES IN EARLY CHILDHOOD EDUCATION

This article offers the contemporary challenge of conceiving the triad "Mathe-matics Education -Games -Body Movement" in Early Childhood Education (0 to 5-year -old children) in a systemic relational way. In this context, we aimed at identifying strategies for the appropriation and development of mathematical knowledge, through games that involve body movement, conducted by three Early Childhood teachers from the public ed-ucation network in the municipality of Curitiba (Parana, Brazil). The research was qualita-tive, exploratory, with an interpretive nature. All data was produced by means of discussion sessions on school practice, in the thematic rounds of conversation mode among teachers and researchers. The data systematization was achieved by means of meaning approach. The identified strategies highlight that activities and games involving body movement can offer challenging, reflective and significant mathematical experiences, strengthening a sys-temic view in the Early Childhood Education practice, and also establishing themselves as pedagogic innovation, which facilitates the joining of different types of learning and knowledge association. We conclude by presenting the systemic pedagogical practice im-portance, as well as its analytical and multidimensional emphasis, which articulates body movement and Mathematics Education concerning Early Childhood.