THE TEACHING OF ARITHMETIC FOR PRIMARY TEACHERS PARANÁ AT BEGINNING OF XX CENTURY
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Data de Publicação: | 2014 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Reamec |
Texto Completo: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294 |
Resumo: | Teaching Arithmetic occupied an important place in the history of primary school in the state of Paraná, in the case of a curricular space permeated with representations of their main subjects. Whereas teachers are the agents who use devices to effect the process of teaching and learning, this study aims to understand how was accomplished teaching arithmetic in primary school Paraná in the early twentieth century. The research focused on the perspective of cultural history, privileging reports elaborated by teachers in 1905. These reports, published in pedagogical magazine "The School" in 1906, were sent to the School Inspector of Capital. Other sources considered were the reports of Government and textbooks of Antonio Trajan, adopted by teachers. The reports indicated that teachers were concerned to make learning of Arithmetica a pleasant moment , relating it to the daily lives of students. The study showed that the teaching of Arithmetic was held in the early twentieth century, through the intuitive method. Valuing dimension "practice" of teaching, the concrete was present, both with regard to the materials, as the relationships established between the arithmetic content and the reality of the students |
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THE TEACHING OF ARITHMETIC FOR PRIMARY TEACHERS PARANÁ AT BEGINNING OF XX CENTURYO ENSINO DE ARITMÉTICA SEGUNDO PROFESSORES PRIMÁRIOS PARANAENSES NO INÍCIO DO SÉCULO XXCultura escolarhistória da educação matemáticaensino intuitivoescola primária paranaense.Culture schoolhistory of mathematics educationintuitive teachingParaná primary schoolTeaching Arithmetic occupied an important place in the history of primary school in the state of Paraná, in the case of a curricular space permeated with representations of their main subjects. Whereas teachers are the agents who use devices to effect the process of teaching and learning, this study aims to understand how was accomplished teaching arithmetic in primary school Paraná in the early twentieth century. The research focused on the perspective of cultural history, privileging reports elaborated by teachers in 1905. These reports, published in pedagogical magazine "The School" in 1906, were sent to the School Inspector of Capital. Other sources considered were the reports of Government and textbooks of Antonio Trajan, adopted by teachers. The reports indicated that teachers were concerned to make learning of Arithmetica a pleasant moment , relating it to the daily lives of students. The study showed that the teaching of Arithmetic was held in the early twentieth century, through the intuitive method. Valuing dimension "practice" of teaching, the concrete was present, both with regard to the materials, as the relationships established between the arithmetic content and the reality of the studentsO ensino da Aritmética ocupou um lugar importante na história da escola primária do estado do Paraná, em se tratando de um espaço curricular permeado de representações dos seus principais sujeitos. Considerando que são os professores os agentes que utilizam dispositivos para efetivar o processo de ensino e aprendizagem, este estudo tem por objetivo compreender como se efetivou o ensino de Aritmética na escola primária paranaense no início do século XX. A investigação, orientada na perspectiva da história cultural, privilegiou relatórios elaborados por professores em 1905. Estes relatórios, publicados na revista "A Escola" em 1906, eram destinados ao Inspetor Escolar da Capital. Outras fontes consideradas foram os Relatórios de Governo e livros didáticos de Antônio Trajano, adotados pelos professores. Os relatórios apontaram que os professores tinham a preocupação de tornar a aprendizagem de Aritmética um momento prazeroso, relacionando-a com o cotidiano dos alunos. O estudo mostrou que o ensino de Aritmética realizou-se, no início do século XX, por meio do método intuitivo. Valorizando a dimensão ―prática‖ do ensino, o concreto se fazia presente, tanto no que diz respeito aos materiais, quanto nas relações estabelecidas entre os conteúdos aritméticos e a realidade dos alunos.Universidade Federal de Mato Grosso (UFMT)2014-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziphttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/529410.26571/2318-6674.a2014.v2.n1.p36-46.i5294 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 2 Núm. 1 (2014): Janeiro a Dezembro de 2014; 36-46REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 2 n. 1 (2014): Janeiro a Dezembro de 2014; 36-46REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 2 No. 1 (2014): Janeiro a Dezembro de 2014; 36-462318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294/3490https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294/9646https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294/9645https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294/9647https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294/9648https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294/9649Copyright (c) 2017 REAMEC - Rede Amazônica de Educação em Ciências e Matemáticahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessFelisberto, Lidiane Gomes dos SantosPinto, Neuza Bertoni2017-12-13T10:01:57Zoai:periodicoscientificos.ufmt.br:article/5294Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2017-12-13T10:01:57Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
THE TEACHING OF ARITHMETIC FOR PRIMARY TEACHERS PARANÁ AT BEGINNING OF XX CENTURY O ENSINO DE ARITMÉTICA SEGUNDO PROFESSORES PRIMÁRIOS PARANAENSES NO INÍCIO DO SÉCULO XX |
title |
THE TEACHING OF ARITHMETIC FOR PRIMARY TEACHERS PARANÁ AT BEGINNING OF XX CENTURY |
spellingShingle |
THE TEACHING OF ARITHMETIC FOR PRIMARY TEACHERS PARANÁ AT BEGINNING OF XX CENTURY Felisberto, Lidiane Gomes dos Santos Cultura escolar história da educação matemática ensino intuitivo escola primária paranaense. Culture school history of mathematics education intuitive teaching Paraná primary school |
title_short |
THE TEACHING OF ARITHMETIC FOR PRIMARY TEACHERS PARANÁ AT BEGINNING OF XX CENTURY |
title_full |
THE TEACHING OF ARITHMETIC FOR PRIMARY TEACHERS PARANÁ AT BEGINNING OF XX CENTURY |
title_fullStr |
THE TEACHING OF ARITHMETIC FOR PRIMARY TEACHERS PARANÁ AT BEGINNING OF XX CENTURY |
title_full_unstemmed |
THE TEACHING OF ARITHMETIC FOR PRIMARY TEACHERS PARANÁ AT BEGINNING OF XX CENTURY |
title_sort |
THE TEACHING OF ARITHMETIC FOR PRIMARY TEACHERS PARANÁ AT BEGINNING OF XX CENTURY |
author |
Felisberto, Lidiane Gomes dos Santos |
author_facet |
Felisberto, Lidiane Gomes dos Santos Pinto, Neuza Bertoni |
author_role |
author |
author2 |
Pinto, Neuza Bertoni |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Felisberto, Lidiane Gomes dos Santos Pinto, Neuza Bertoni |
dc.subject.por.fl_str_mv |
Cultura escolar história da educação matemática ensino intuitivo escola primária paranaense. Culture school history of mathematics education intuitive teaching Paraná primary school |
topic |
Cultura escolar história da educação matemática ensino intuitivo escola primária paranaense. Culture school history of mathematics education intuitive teaching Paraná primary school |
description |
Teaching Arithmetic occupied an important place in the history of primary school in the state of Paraná, in the case of a curricular space permeated with representations of their main subjects. Whereas teachers are the agents who use devices to effect the process of teaching and learning, this study aims to understand how was accomplished teaching arithmetic in primary school Paraná in the early twentieth century. The research focused on the perspective of cultural history, privileging reports elaborated by teachers in 1905. These reports, published in pedagogical magazine "The School" in 1906, were sent to the School Inspector of Capital. Other sources considered were the reports of Government and textbooks of Antonio Trajan, adopted by teachers. The reports indicated that teachers were concerned to make learning of Arithmetica a pleasant moment , relating it to the daily lives of students. The study showed that the teaching of Arithmetic was held in the early twentieth century, through the intuitive method. Valuing dimension "practice" of teaching, the concrete was present, both with regard to the materials, as the relationships established between the arithmetic content and the reality of the students |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-12-30 |
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://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294 10.26571/2318-6674.a2014.v2.n1.p36-46.i5294 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294 |
identifier_str_mv |
10.26571/2318-6674.a2014.v2.n1.p36-46.i5294 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294/3490 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294/9646 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294/9645 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294/9647 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294/9648 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5294/9649 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 REAMEC - Rede Amazônica de Educação em Ciências e Matemática https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 REAMEC - Rede Amazônica de Educação em Ciências e Matemática https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/zip |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
dc.source.none.fl_str_mv |
REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 2 Núm. 1 (2014): Janeiro a Dezembro de 2014; 36-46 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 2 n. 1 (2014): Janeiro a Dezembro de 2014; 36-46 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 2 No. 1 (2014): Janeiro a Dezembro de 2014; 36-46 2318-6674 reponame:Revista Reamec instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
instname_str |
Universidade Federal de Mato Grosso (UFMT) |
instacron_str |
UFMT |
institution |
UFMT |
reponame_str |
Revista Reamec |
collection |
Revista Reamec |
repository.name.fl_str_mv |
Revista Reamec - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
revistareamec@gmail.com|| |
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1797174814773870592 |