Insertion of Modern Mathematics in the formation of normal students of the Institute of Education Assis Brasil

Bibliographic Details
Main Author: Dynnikov, Circe Mary Silva da Silva
Publication Date: 2019
Other Authors: Heidt, Makele Veronica
Format: Article
Language: por
Source: Educação
Download full: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/33798
Summary: The research analyzes the insertion of Modern Mathematics in the normalist training school of the Institute of Education Assis Brasil made by the teacher Cecy da Nova Cruz Sacco in the Institute of Education Assis Brasil, in Pelotas, RS during the period of 1964-1970. The qualitative methodology employs the method of documentary analysis, taking as sources the programs and class diaries of the teacher, the curriculum of the normal course, the bibliography recommended for the course as well as photographs and news published in periodicals during the period. Anchored in Cultural History and employing concepts of representation, appropriation, practice and school culture, the research seeks to answer the following research question: In the teaching practice of Cecy da Nova Cruz Sacco in the Course of Normalist Training School of the Institute of Education Assis Brasil, which are the elements of Modern Mathematics identified as relevant knowledge to teach? The conclusion was that in addition to the knowledge relevant to Modern Mathematics, such as set theory, numerical sets, for example, the knowledge to teach was also considered relevant and strongly supported in the ideas of Dienes and in the use of logical blocks.
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spelling Insertion of Modern Mathematics in the formation of normal students of the Institute of Education Assis BrasilInserción de la Matemática Moderna en la formación de normalistas del Instituto de Educación Assis BrasilInserção da Matemática Moderna na formação de normalistas do Instituto de Educação Assis BrasilNormal School. Mathematics. Disciplinary knowledge. Professional knowledge.Escuela Normal. Matemáticas. Saberes disciplinares. Saberes profesionales.Escola Normal. Matemática. Saberes disciplinares. Saberes profissionais.The research analyzes the insertion of Modern Mathematics in the normalist training school of the Institute of Education Assis Brasil made by the teacher Cecy da Nova Cruz Sacco in the Institute of Education Assis Brasil, in Pelotas, RS during the period of 1964-1970. The qualitative methodology employs the method of documentary analysis, taking as sources the programs and class diaries of the teacher, the curriculum of the normal course, the bibliography recommended for the course as well as photographs and news published in periodicals during the period. Anchored in Cultural History and employing concepts of representation, appropriation, practice and school culture, the research seeks to answer the following research question: In the teaching practice of Cecy da Nova Cruz Sacco in the Course of Normalist Training School of the Institute of Education Assis Brasil, which are the elements of Modern Mathematics identified as relevant knowledge to teach? The conclusion was that in addition to the knowledge relevant to Modern Mathematics, such as set theory, numerical sets, for example, the knowledge to teach was also considered relevant and strongly supported in the ideas of Dienes and in the use of logical blocks.La investigación analiza la inserción de la Matemática Moderna en la formación de normalistas del Instituto de Educación Assis Brasil, realizada por la profesora Cecy da Nova Cruz Sacco, en el Instituto de Educación Assis Brasil, en Pelotas, entre los años 1964-1970. La metodología calificativa emplea el método de análisis documental, teniendo como fuentes los programas y diarios de clase de la profesora, el currículo del curso normal, la bibliografia recomendada para el curso y aun las fotografías y noticias publicadas en periódicos de la época. Fundada en la Historia Cultural y empleando conceptos de representación, apropiación, práctica y cultura escolar, la investigación busca contestar a la siguiente pregunta: En la práctica docente de Cecy da Nova Cruz Sacco junto al Curso de Formación de Normalistas del Instituto de Educación Assis Brasil, ¿cuáles son los elementos de la Matemática Moderna identificados como saberes relevantes en la enseñanza? La conclusión fue de que además de los saberes pertinentes a la Matemática Moderna, como la teoría de los conjuntos y conjuntos numéricos, por ejemplo, se consideraron relevantes por ella los saberes para enseñar, apoyados fuertemente en las ideas de Dienes y en el uso de sus bloques lógicos.A pesquisa analisa a inserção da Matemática Moderna na formação de normalistas do Instituto de Educação Assis Brasil feita pela professora Cecy da Nova Cruz Sacco no Instituto de Educação Assis Brasil (IEAB), em Pelotas, no período de 1964-1970. A metodologia qualitativa emprega o método de análise documental, tomando como fontes os programas e os diários de classe da professora, o currículo do curso normal, a bibliografia recomendada para o curso e, ainda, fotografias e notícias publicadas em jornais periódicos da época. Ancorada na História Cultural e empregando conceitos de representação, apropriação, prática e cultura escolar, a pesquisa procura responder à seguinte pergunta investigativa: Na prática docente de Cecy da Nova Cruz Sacco junto ao Curso de Formação de Normalistas do Instituto de Educação Assis Brasil, quais são os elementos da Matemática Moderna identificados como saberes relevantes a ensinar? A conclusão foi de que, além dos saberes pertinentes à Matemática Moderna, como a teoria dos conjuntos, conjuntos numéricos, por exemplo, foram também considerados relevantes por ela os “saberes para ensinar”, apoiados fortemente nas ideias de Dienes e no uso dos blocos lógicos Editora da PUCRS - ediPUCRS2019-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionHistória Culturalapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/3379810.15448/1981-2582.2019.2.33798Educação; Vol. 42 No. 2 (2019); 213-224Educação; Vol. 42 Núm. 2 (2019); 213-224Educação; v. 42 n. 2 (2019); 213-2241981-25820101-465X10.15448/1981-2582.2019.2reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/33798/19061Copyright (c) 2019 Educaçãoinfo:eu-repo/semantics/openAccessDynnikov, Circe Mary Silva da SilvaHeidt, Makele Veronica2019-12-05T17:46:44Zoai:ojs.revistaseletronicas.pucrs.br:article/33798Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2019-12-05T17:46:44Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv Insertion of Modern Mathematics in the formation of normal students of the Institute of Education Assis Brasil
Inserción de la Matemática Moderna en la formación de normalistas del Instituto de Educación Assis Brasil
Inserção da Matemática Moderna na formação de normalistas do Instituto de Educação Assis Brasil
title Insertion of Modern Mathematics in the formation of normal students of the Institute of Education Assis Brasil
spellingShingle Insertion of Modern Mathematics in the formation of normal students of the Institute of Education Assis Brasil
Dynnikov, Circe Mary Silva da Silva
Normal School. Mathematics. Disciplinary knowledge. Professional knowledge.
Escuela Normal. Matemáticas. Saberes disciplinares. Saberes profesionales.
Escola Normal. Matemática. Saberes disciplinares. Saberes profissionais.
title_short Insertion of Modern Mathematics in the formation of normal students of the Institute of Education Assis Brasil
title_full Insertion of Modern Mathematics in the formation of normal students of the Institute of Education Assis Brasil
title_fullStr Insertion of Modern Mathematics in the formation of normal students of the Institute of Education Assis Brasil
title_full_unstemmed Insertion of Modern Mathematics in the formation of normal students of the Institute of Education Assis Brasil
title_sort Insertion of Modern Mathematics in the formation of normal students of the Institute of Education Assis Brasil
author Dynnikov, Circe Mary Silva da Silva
author_facet Dynnikov, Circe Mary Silva da Silva
Heidt, Makele Veronica
author_role author
author2 Heidt, Makele Veronica
author2_role author
dc.contributor.author.fl_str_mv Dynnikov, Circe Mary Silva da Silva
Heidt, Makele Veronica
dc.subject.por.fl_str_mv Normal School. Mathematics. Disciplinary knowledge. Professional knowledge.
Escuela Normal. Matemáticas. Saberes disciplinares. Saberes profesionales.
Escola Normal. Matemática. Saberes disciplinares. Saberes profissionais.
topic Normal School. Mathematics. Disciplinary knowledge. Professional knowledge.
Escuela Normal. Matemáticas. Saberes disciplinares. Saberes profesionales.
Escola Normal. Matemática. Saberes disciplinares. Saberes profissionais.
description The research analyzes the insertion of Modern Mathematics in the normalist training school of the Institute of Education Assis Brasil made by the teacher Cecy da Nova Cruz Sacco in the Institute of Education Assis Brasil, in Pelotas, RS during the period of 1964-1970. The qualitative methodology employs the method of documentary analysis, taking as sources the programs and class diaries of the teacher, the curriculum of the normal course, the bibliography recommended for the course as well as photographs and news published in periodicals during the period. Anchored in Cultural History and employing concepts of representation, appropriation, practice and school culture, the research seeks to answer the following research question: In the teaching practice of Cecy da Nova Cruz Sacco in the Course of Normalist Training School of the Institute of Education Assis Brasil, which are the elements of Modern Mathematics identified as relevant knowledge to teach? The conclusion was that in addition to the knowledge relevant to Modern Mathematics, such as set theory, numerical sets, for example, the knowledge to teach was also considered relevant and strongly supported in the ideas of Dienes and in the use of logical blocks.
publishDate 2019
dc.date.none.fl_str_mv 2019-11-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
História Cultural
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/33798
10.15448/1981-2582.2019.2.33798
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/33798
identifier_str_mv 10.15448/1981-2582.2019.2.33798
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/33798/19061
dc.rights.driver.fl_str_mv Copyright (c) 2019 Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 42 No. 2 (2019); 213-224
Educação; Vol. 42 Núm. 2 (2019); 213-224
Educação; v. 42 n. 2 (2019); 213-224
1981-2582
0101-465X
10.15448/1981-2582.2019.2
reponame:Educação
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str Educação
collection Educação
repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br||reveduc@pucrs.br
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