From Dunton’s charts to Parker’s letters: numbers and calculations at sight (São Paulo, 1890-1910)

Detalhes bibliográficos
Autor(a) principal: Oliveira, Marcus Aldenisson
Data de Publicação: 2021
Outros Autores: Valdemarin, Vera Teresa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3077
Resumo: Based on a set of documents that express political and pedagogical strategies from republicans of São Paulo State in the institutionalization of public school, this article intends to identify the orientations given to teachers to teach Arithmetic in the elementary school and to analyze the didactic organization of knowledge, focusing mainly, the use of American charters (by Dunton) and Parker's Letters as auxiliary materials for teaching the numbers and calculation.  In the center of desired pedagogical renewal to primary school, the belief in the efficacy of the objective method marked the school culture in the final decades of the XIX century and the early decades of the XX century. The child will learn Arithmetic without pre-requirements from another knowledge from the objective method, just having at your fingertips some objects/points/traces to be perceived, counted, and calculated. The analysis of renewal of Arithmetic's teaching, here particularized, clarifies and exemplifies the closer articulation between the method of teaching, pedagogical material proper to the development and, changes in the epistemology of school knowledge.
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spelling From Dunton’s charts to Parker’s letters: numbers and calculations at sight (São Paulo, 1890-1910)De los cuadros de Dunton a las cartas de Parker: números y cálculos a la vista (São Paulo, 1890-1910)Dos quadros de Dunton às cartas de Parker: números e cálculos à vista (São Paulo, 1890-1910)AritméticaEscola PrimáriaMateriais DidáticosMétodo IntuitivoArithmeticPrimary SchoolTeaching MaterialsObjective MethodAritméticaEscuela PrimáriaMateriales de EnseñanzaMétodo IntuitivoBased on a set of documents that express political and pedagogical strategies from republicans of São Paulo State in the institutionalization of public school, this article intends to identify the orientations given to teachers to teach Arithmetic in the elementary school and to analyze the didactic organization of knowledge, focusing mainly, the use of American charters (by Dunton) and Parker's Letters as auxiliary materials for teaching the numbers and calculation.  In the center of desired pedagogical renewal to primary school, the belief in the efficacy of the objective method marked the school culture in the final decades of the XIX century and the early decades of the XX century. The child will learn Arithmetic without pre-requirements from another knowledge from the objective method, just having at your fingertips some objects/points/traces to be perceived, counted, and calculated. The analysis of renewal of Arithmetic's teaching, here particularized, clarifies and exemplifies the closer articulation between the method of teaching, pedagogical material proper to the development and, changes in the epistemology of school knowledge.A partir de un conjunto de documentos que expresan las estrategias políticas y pedagógicas de los republicanos paulistas en la institucionalización de la escuela pública, el objetivo fue identificar las pautas dadas a los docentes para enseñar Aritmética en el curso de primaria y analizar la organización didáctica de sus estudios conocimiento centrándose, en particular, en el uso de los Cuadros americanos (de Dunton) y las Cartas de Parker como materiales auxiliares para la enseñanza de los números y el cálculo. En medio de la renovación pedagógica buscada por la escuela en São Paulo, la fe en la efectividad del método intuitivo marcó la cultura escolar de las últimas décadas del siglo XIX y principios del XX. A partir del método intuitivo, el niño aprendería Aritmética sin la necesidad de prerrequisitos de otros conocimientos, solo teniendo algunos objetos/puntos/rastros disponibles para sus sentidos para ser percibidos, contados y calculados. El análisis de la renovación en la enseñanza de la Aritmética, aquí particularizada, dilucida y ejemplifica la estrecha articulación que se establece entre el método de enseñanza, los materiales didácticos propios de su desarrollo y los cambios en la epistemología de conocimiento escolar.A partir de um conjunto de documentos que expressam estratégias políticas e pedagógicas dos republicanos paulistas na institucionalização da escola pública, objetivou-se identificar as orientações dadas aos professores para ensinar Aritmética no curso primário e analisar a organização didática dos seus saberes focalizando, de modo particular, o uso dos Quadros americanos (de Dunton) e das Cartas de Parker como materiais auxiliares para o ensino do número e do cálculo. No bojo da renovação pedagógica almejada pela escola graduada paulista, a crença na eficácia do método intuitivo marcou a cultura escolar das décadas finais do século XIX e iniciais do século XX. A partir do método intuitivo, a criança aprenderia Aritmética sem a necessidade de pré-requisitos provenientes de outros saberes, bastando dispor ao alcance dos seus sentidos alguns objetos/pontos/traços para serem percebidos, contados e calculados. A análise da renovação no ensino da Aritmética, aqui particularizada, elucida e exemplifica a estreita articulação estabelecida entre método de ensino, materiais didáticos próprios ao seu desenvolvimento e mudanças na epistemologia dos saberes escolares.Editora Cruzeiro do Sul2021-08-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/307710.26843/rencima.v12n5a05Revista de Ensino de Ciências e Matemática; v. 12 n. 5 (2021): ago.; 1-252179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3077/1593https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessOliveira, Marcus AldenissonValdemarin, Vera Teresa2023-04-21T22:46:12Zoai:ojs.pkp.sfu.ca:article/3077Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T22:46:12Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv From Dunton’s charts to Parker’s letters: numbers and calculations at sight (São Paulo, 1890-1910)
De los cuadros de Dunton a las cartas de Parker: números y cálculos a la vista (São Paulo, 1890-1910)
Dos quadros de Dunton às cartas de Parker: números e cálculos à vista (São Paulo, 1890-1910)
title From Dunton’s charts to Parker’s letters: numbers and calculations at sight (São Paulo, 1890-1910)
spellingShingle From Dunton’s charts to Parker’s letters: numbers and calculations at sight (São Paulo, 1890-1910)
Oliveira, Marcus Aldenisson
Aritmética
Escola Primária
Materiais Didáticos
Método Intuitivo
Arithmetic
Primary School
Teaching Materials
Objective Method
Aritmética
Escuela Primária
Materiales de Enseñanza
Método Intuitivo
title_short From Dunton’s charts to Parker’s letters: numbers and calculations at sight (São Paulo, 1890-1910)
title_full From Dunton’s charts to Parker’s letters: numbers and calculations at sight (São Paulo, 1890-1910)
title_fullStr From Dunton’s charts to Parker’s letters: numbers and calculations at sight (São Paulo, 1890-1910)
title_full_unstemmed From Dunton’s charts to Parker’s letters: numbers and calculations at sight (São Paulo, 1890-1910)
title_sort From Dunton’s charts to Parker’s letters: numbers and calculations at sight (São Paulo, 1890-1910)
author Oliveira, Marcus Aldenisson
author_facet Oliveira, Marcus Aldenisson
Valdemarin, Vera Teresa
author_role author
author2 Valdemarin, Vera Teresa
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Marcus Aldenisson
Valdemarin, Vera Teresa
dc.subject.por.fl_str_mv Aritmética
Escola Primária
Materiais Didáticos
Método Intuitivo
Arithmetic
Primary School
Teaching Materials
Objective Method
Aritmética
Escuela Primária
Materiales de Enseñanza
Método Intuitivo
topic Aritmética
Escola Primária
Materiais Didáticos
Método Intuitivo
Arithmetic
Primary School
Teaching Materials
Objective Method
Aritmética
Escuela Primária
Materiales de Enseñanza
Método Intuitivo
description Based on a set of documents that express political and pedagogical strategies from republicans of São Paulo State in the institutionalization of public school, this article intends to identify the orientations given to teachers to teach Arithmetic in the elementary school and to analyze the didactic organization of knowledge, focusing mainly, the use of American charters (by Dunton) and Parker's Letters as auxiliary materials for teaching the numbers and calculation.  In the center of desired pedagogical renewal to primary school, the belief in the efficacy of the objective method marked the school culture in the final decades of the XIX century and the early decades of the XX century. The child will learn Arithmetic without pre-requirements from another knowledge from the objective method, just having at your fingertips some objects/points/traces to be perceived, counted, and calculated. The analysis of renewal of Arithmetic's teaching, here particularized, clarifies and exemplifies the closer articulation between the method of teaching, pedagogical material proper to the development and, changes in the epistemology of school knowledge.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3077
10.26843/rencima.v12n5a05
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3077
identifier_str_mv 10.26843/rencima.v12n5a05
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3077/1593
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 12 n. 5 (2021): ago.; 1-25
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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