Uma caracterização do saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino (1902-1930)
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/15814 |
Resumo: | This plot presents the result of a proposal that aimed to characterize the professional knowledge of the teacher who taught arithmetic from copies of the Revista de Ensino published in the states of São Paulo and Alagoas between 1902 and 1930. , studies were used that discuss the constitution of the teacher's professional knowledge, adopted by Valente (2018,2019) and Morais, Bertini and Valente (2021), which encompass an arithmetic to teach and to teach. It is also noteworthy that the elements of an arithmetic of teaching were also taken as a guide, for understanding that, as magazines are a vehicle for the circulation of proposals to be applied, they bring in their core proposals articulated from the classroom and for the classroom. In this way, the analysis categories sequence, graduation, meaning, exercises and problems were adopted as a lens for the examination of the twenty articles located, making it possible to immediately identify a sequence that can be summarized as counting and numbers, fraction and operations. In relation to the internal sequence, elements of distance were identified, such as how to start counting the ten or the numbers up to twelve. In the case of fractions, sometimes they started with decimal fractions and sometimes with ordinary fractions. It was also possible to observe a graduation that contemplated the first notions about quantities using objects such as pebbles and oranges. Subsequently, these quantities should be improved by counting up to five of these objects, followed by teaching the ten using materials such as Parker's Letters, the mechanical counter, the lathe, etc. The operations were worked through terms such as “put” and “take away” to give meaning to addition and subtraction. As for the grading of fractions, the first proposals would appear still in the teaching of divisions into equal parts and without remainder, initiated through the sharing of objects. After having established its main concepts, the graduation proposed for the fractions did not contemplate the use of materials to be worked on the operations, so that before the arithmetic notations appear, there were only proposals for oral problems and useful in the student's daily life. . The proposals presented for teaching were based on evidence of the intuitive method, so that through guidelines on the use of teaching materials, in addition to problems and oral and practical exercises, it is possible to verify this statement. Finally, it was evidenced that by carrying out this type of approach the teacher could provide his student with the perception from the known to the unknown, exploring a teaching based on the knowledge of things and experiences. |
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Santos, RejaneSantos, Ivanete Batista dos2022-05-31T21:44:36Z2022-05-31T21:44:36Z2022-02-24SANTOS, Rejane. Uma caracterização do saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino (1902-1930). 2022. 121 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022.http://ri.ufs.br/jspui/handle/riufs/15814This plot presents the result of a proposal that aimed to characterize the professional knowledge of the teacher who taught arithmetic from copies of the Revista de Ensino published in the states of São Paulo and Alagoas between 1902 and 1930. , studies were used that discuss the constitution of the teacher's professional knowledge, adopted by Valente (2018,2019) and Morais, Bertini and Valente (2021), which encompass an arithmetic to teach and to teach. It is also noteworthy that the elements of an arithmetic of teaching were also taken as a guide, for understanding that, as magazines are a vehicle for the circulation of proposals to be applied, they bring in their core proposals articulated from the classroom and for the classroom. In this way, the analysis categories sequence, graduation, meaning, exercises and problems were adopted as a lens for the examination of the twenty articles located, making it possible to immediately identify a sequence that can be summarized as counting and numbers, fraction and operations. In relation to the internal sequence, elements of distance were identified, such as how to start counting the ten or the numbers up to twelve. In the case of fractions, sometimes they started with decimal fractions and sometimes with ordinary fractions. It was also possible to observe a graduation that contemplated the first notions about quantities using objects such as pebbles and oranges. Subsequently, these quantities should be improved by counting up to five of these objects, followed by teaching the ten using materials such as Parker's Letters, the mechanical counter, the lathe, etc. The operations were worked through terms such as “put” and “take away” to give meaning to addition and subtraction. As for the grading of fractions, the first proposals would appear still in the teaching of divisions into equal parts and without remainder, initiated through the sharing of objects. After having established its main concepts, the graduation proposed for the fractions did not contemplate the use of materials to be worked on the operations, so that before the arithmetic notations appear, there were only proposals for oral problems and useful in the student's daily life. . The proposals presented for teaching were based on evidence of the intuitive method, so that through guidelines on the use of teaching materials, in addition to problems and oral and practical exercises, it is possible to verify this statement. Finally, it was evidenced that by carrying out this type of approach the teacher could provide his student with the perception from the known to the unknown, exploring a teaching based on the knowledge of things and experiences.Neste enredo é apresentado o resultado de uma proposta que teve como objetivo caracterizar o saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino com publicação nos estados de São Paulo e Alagoas entre os anos de 1902 e 1930. Como principais referências, foram utilizados estudos que discutem a constituição dos saberes profissionais do professor, adotados por Valente (2018,2019) e Morais, Bertini e Valente (2021), os quais englobam uma aritmética a ensinar e para ensinar. Destaca-se ainda que também foi tomado como guia os elementos de uma aritmética do ensino, por entender que sendo as revistas um veículo de circulação de propostas para serem aplicadas, elas trazem em seu bojo propostas articuladas a partir da sala de aula e para a sala de aula. Dessa forma foram adotadas como lente para o exame dos vinte artigos localizados, as categorias de análise sequência, graduação, significado, exercícios e problemas, sendo possível identificar de pronto uma sequência que pode ser resumida como contagem e números, fração e as operações. Em relação a sequência interna foram identificados elementos de distanciamento, a exemplo da forma de como iniciar a contagem da dezena ou pelos números até doze. No caso das frações, por vezes eram iniciadas pelas frações decimais e em outras pelas frações ordinárias. Foi possível ainda constatar uma graduação que contemplava as primeiras noções sobre as quantidades utilizando objetos como pedrinhas e laranjas. Posteriormente essas quantidades deveriam ser aprimoradas por meio da contagem até cinco. seguindo com o ensino da dezena utilizando materiais como as Cartas de Parker, o contador mecânico, o torno e etc. As operações eram trabalhadas por meio de termos como “botar” e “tirar” para dar significado a soma e a subtração. Já para a graduação das frações, apareceriam as primeiras propostas ainda no ensino das divisões em partes iguais e sem resto, iniciadas por meio da partilha de objetos. Após terem sido estabelecidos seus principais conceitos, a graduação proposta para as frações não contemplava o uso de materiais para serem trabalhadas as operações, de modo que antes de aparecerem as notações aritméticas verificou-se apenas propostas de problemas orais e com utilidade no cotidiano do aluno. As propostas apresentadas para o ensino, tinham embasamento em indícios do método intuitivo, de modo que por meio de orientações sobre o uso de materiais didáticos, além dos problemas e exercícios orais e práticos, é possível constatar tal afirmação. Evidenciou-se por fim, que ao realizar esse tipo de abordagem, o professor poderia proporcionar ao seu aluno, a percepção a partir do conhecido para o desconhecido, explorando um ensino baseado no conhecimento das coisas e nas experiências.São Cristóvão, SEporEducaçãoMaterial didáticoAritmética - Estudo e ensinoPedagogia críticaArithmetic to teachArithmetic for teachTeaching magazineProfessional knowledgeCIENCIAS HUMANAS::EDUCACAOUma caracterização do saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino (1902-1930)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e MatemáticaUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/15814/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALREJANE_SANTOS.pdfREJANE_SANTOS.pdfapplication/pdf2776970https://ri.ufs.br/jspui/bitstream/riufs/15814/2/REJANE_SANTOS.pdfbbfff627ee9ed400b3b001a13f4c3e05MD52TEXTREJANE_SANTOS.pdf.txtREJANE_SANTOS.pdf.txtExtracted texttext/plain273587https://ri.ufs.br/jspui/bitstream/riufs/15814/3/REJANE_SANTOS.pdf.txt8c1b1bd73925169067ab4ea4c25d82a0MD53THUMBNAILREJANE_SANTOS.pdf.jpgREJANE_SANTOS.pdf.jpgGenerated Thumbnailimage/jpeg1349https://ri.ufs.br/jspui/bitstream/riufs/15814/4/REJANE_SANTOS.pdf.jpgc20794ce9efa89964c128f24e9585762MD54riufs/158142022-05-31 18:44:36.409oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-05-31T21:44:36Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Uma caracterização do saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino (1902-1930) |
title |
Uma caracterização do saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino (1902-1930) |
spellingShingle |
Uma caracterização do saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino (1902-1930) Santos, Rejane Educação Material didático Aritmética - Estudo e ensino Pedagogia crítica Arithmetic to teach Arithmetic for teach Teaching magazine Professional knowledge CIENCIAS HUMANAS::EDUCACAO |
title_short |
Uma caracterização do saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino (1902-1930) |
title_full |
Uma caracterização do saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino (1902-1930) |
title_fullStr |
Uma caracterização do saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino (1902-1930) |
title_full_unstemmed |
Uma caracterização do saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino (1902-1930) |
title_sort |
Uma caracterização do saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino (1902-1930) |
author |
Santos, Rejane |
author_facet |
Santos, Rejane |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Rejane |
dc.contributor.advisor1.fl_str_mv |
Santos, Ivanete Batista dos |
contributor_str_mv |
Santos, Ivanete Batista dos |
dc.subject.por.fl_str_mv |
Educação Material didático Aritmética - Estudo e ensino Pedagogia crítica |
topic |
Educação Material didático Aritmética - Estudo e ensino Pedagogia crítica Arithmetic to teach Arithmetic for teach Teaching magazine Professional knowledge CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Arithmetic to teach Arithmetic for teach Teaching magazine Professional knowledge |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This plot presents the result of a proposal that aimed to characterize the professional knowledge of the teacher who taught arithmetic from copies of the Revista de Ensino published in the states of São Paulo and Alagoas between 1902 and 1930. , studies were used that discuss the constitution of the teacher's professional knowledge, adopted by Valente (2018,2019) and Morais, Bertini and Valente (2021), which encompass an arithmetic to teach and to teach. It is also noteworthy that the elements of an arithmetic of teaching were also taken as a guide, for understanding that, as magazines are a vehicle for the circulation of proposals to be applied, they bring in their core proposals articulated from the classroom and for the classroom. In this way, the analysis categories sequence, graduation, meaning, exercises and problems were adopted as a lens for the examination of the twenty articles located, making it possible to immediately identify a sequence that can be summarized as counting and numbers, fraction and operations. In relation to the internal sequence, elements of distance were identified, such as how to start counting the ten or the numbers up to twelve. In the case of fractions, sometimes they started with decimal fractions and sometimes with ordinary fractions. It was also possible to observe a graduation that contemplated the first notions about quantities using objects such as pebbles and oranges. Subsequently, these quantities should be improved by counting up to five of these objects, followed by teaching the ten using materials such as Parker's Letters, the mechanical counter, the lathe, etc. The operations were worked through terms such as “put” and “take away” to give meaning to addition and subtraction. As for the grading of fractions, the first proposals would appear still in the teaching of divisions into equal parts and without remainder, initiated through the sharing of objects. After having established its main concepts, the graduation proposed for the fractions did not contemplate the use of materials to be worked on the operations, so that before the arithmetic notations appear, there were only proposals for oral problems and useful in the student's daily life. . The proposals presented for teaching were based on evidence of the intuitive method, so that through guidelines on the use of teaching materials, in addition to problems and oral and practical exercises, it is possible to verify this statement. Finally, it was evidenced that by carrying out this type of approach the teacher could provide his student with the perception from the known to the unknown, exploring a teaching based on the knowledge of things and experiences. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-05-31T21:44:36Z |
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2022-05-31T21:44:36Z |
dc.date.issued.fl_str_mv |
2022-02-24 |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, Rejane. Uma caracterização do saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino (1902-1930). 2022. 121 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/15814 |
identifier_str_mv |
SANTOS, Rejane. Uma caracterização do saber profissional do professor que ensinava aritmética a partir de exemplares da Revista de Ensino (1902-1930). 2022. 121 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022. |
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Universidade Federal de Sergipe |
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