Saberes elementares aritméricos no ensino primário em Sergipe (1890 a 1944)
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/5075 |
Resumo: | In this paper, it is presented the result of an investigation that aimed to analyze basic arithmetical knowledge for primary education in Sergipe, in official documents, in the period from 1890 to 1944. In order to achieve the original intent, documents were located and examined such as: Primary Public Instruction Regulations, Education Programs, Reports on School Groups, State Presidents messages and Teaching Manuals. The theoretical contribution came from the use of authors such as Valente (2013), Bloch (2002) and Chartier (2002). The documents examination was guided by the understanding of arithmetical elementary knowledge inspired by Valente (2015), which later went through a refinement from evidences identified in Messages and Reports that pointed out the manuals Elementary Arithmetic by Antonio Trajano and Lessons of Things by Calkins which were taken as a reference to identify arithmetical elementary knowledge that can be listed as it follows: numbers, arithmetic operations and problems, fractions and their operations, divisibility, proportion, simple interests and measures. References materials as mechanical counters were identified, Parker‘s cards and statement to be adopted the book Elementary Arithmetic for the teaching of elementary arithmetic knowledge. It was possible to identify principles adopted by Calkins (1886/1950), which went through steps such as: imagination, judgment, observation, consequently, to the comparison and classification, in order to get into knowing elementary arithmetical knowledge prescribed in Teaching Programs in Sergipe. For instance, regarding to the knowledge of Arithmetic Operations, in adding up, the manual suggested using mechanical counter as it follows: adding spheres up to ten spheres and two spheres. In the 1917 Program, it should take the decimal place up to twelve, meaning, in both they should make the sum up to twelve. The method indicated for primary education was the intuitive until the 1920s, with change indications for what advocated the principles of the New School since then and with greater emphasis after the 1930s. |
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Rocha, Wilma FernandesSantos, Ivanete Batista doshttp://lattes.cnpq.br/21855647366074822017-09-26T18:14:46Z2017-09-26T18:14:46Z2016-03-30Rocha, Wilma Fernandes. Saberes elementares aritméricos no ensino primário em Sergipe (1890 a 1944). 2016. 103 f. Dissertação (Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, 2016.https://ri.ufs.br/handle/riufs/5075In this paper, it is presented the result of an investigation that aimed to analyze basic arithmetical knowledge for primary education in Sergipe, in official documents, in the period from 1890 to 1944. In order to achieve the original intent, documents were located and examined such as: Primary Public Instruction Regulations, Education Programs, Reports on School Groups, State Presidents messages and Teaching Manuals. The theoretical contribution came from the use of authors such as Valente (2013), Bloch (2002) and Chartier (2002). The documents examination was guided by the understanding of arithmetical elementary knowledge inspired by Valente (2015), which later went through a refinement from evidences identified in Messages and Reports that pointed out the manuals Elementary Arithmetic by Antonio Trajano and Lessons of Things by Calkins which were taken as a reference to identify arithmetical elementary knowledge that can be listed as it follows: numbers, arithmetic operations and problems, fractions and their operations, divisibility, proportion, simple interests and measures. References materials as mechanical counters were identified, Parker‘s cards and statement to be adopted the book Elementary Arithmetic for the teaching of elementary arithmetic knowledge. It was possible to identify principles adopted by Calkins (1886/1950), which went through steps such as: imagination, judgment, observation, consequently, to the comparison and classification, in order to get into knowing elementary arithmetical knowledge prescribed in Teaching Programs in Sergipe. For instance, regarding to the knowledge of Arithmetic Operations, in adding up, the manual suggested using mechanical counter as it follows: adding spheres up to ten spheres and two spheres. In the 1917 Program, it should take the decimal place up to twelve, meaning, in both they should make the sum up to twelve. The method indicated for primary education was the intuitive until the 1920s, with change indications for what advocated the principles of the New School since then and with greater emphasis after the 1930s.Neste trabalho, é apresentado o resultado de uma investigação que teve por objetivo analisar saberes elementares aritméticos para o ensino primário em Sergipe, em documentos oficiais, no período de 1890 a 1944. Com vistas a atingir o intento inicial, foram localizados e examinados documentos como: Regulamentos da Instrução Pública primária, Programas de Ensino, Relatórios sobre Grupos Escolares, Mensagens de Presidentes do Estado e Manuais de ensino. A contribuição teórica ocorreu a partir do uso de autores como Valente (2013), Bloch (2002) e Chartier (2002). O exame dos documentos foi norteado pelo entendimento de saberes elementares aritméticos inspirado em Valente (2015), que posteriormente passou por um refinamento a partir de indícios identificados em Mensagens e Relatórios que apontaram os manuais Aritmética Elementar de Antonio Trajano e Lições de Coisas de Calkins que foram tomados como referente para identificar saberes elementares aritméticos que podem ser elencados da seguinte forma: números, operações aritméticas e problemas, frações e suas operações, divisibilidade, proporção, juros simples e medidas. Foram identificadas referências a materiais como contadores mecânicos, cartas de Parker e indicação para que fosse adotado o livro Arithmetica Elementar para o ensino dos saberes elementares aritméticos. Foi possível identificar Princípios adotados por Calkins (1886/1950), que passavam por etapas como a imaginação, o juízo, a observação, consequentemente, à comparação e classificação, para chegar ao conhecimento nos saberes elementares aritméticos prescritos em Programas de Ensino de Sergipe. Por exemplo, no que tange ao saber Operações aritméticas, no somar, o manual orientava o uso do contador mecânico da seguinte forma: somando esferas até dez esferas e duas esferas. No Programa de 1917, deveria tomar a casa dos dez até doze, ou seja, em ambos deveriam realizar a soma até doze. O método indicado para o ensino primário era o intuitivo até a década de 1920, com indícios de mudança para o que preconizavam os princípios da Escola Nova desde essa época e com maior ênfase após a década de 1930.application/pdfporUniversidade Federal de SergipePós-Graduação em Ensino de Ciências e MatemáticaUFSBrasilMatemáticaMatemática (Ensino fundamental)Ensino fundamentalManual de CalkinsAritmética elementar de TrajanoSaberes elementares aritméticosProgramas do Ensino Primário de SergipeManual de CalkinsAritmética elementar de TrajanoCIENCIAS HUMANAS::EDUCACAOSaberes elementares aritméricos no ensino primário em Sergipe (1890 a 1944)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALWILMA_FERNANDES_ROCHA.pdfapplication/pdf1479110https://ri.ufs.br/jspui/bitstream/riufs/5075/1/WILMA_FERNANDES_ROCHA.pdf799da358d9489144d106bb197a79ee3dMD51TEXTWILMA_FERNANDES_ROCHA.pdf.txtWILMA_FERNANDES_ROCHA.pdf.txtExtracted texttext/plain272416https://ri.ufs.br/jspui/bitstream/riufs/5075/2/WILMA_FERNANDES_ROCHA.pdf.txt2cedf8a42173c4ce34dc39e1367108eaMD52THUMBNAILWILMA_FERNANDES_ROCHA.pdf.jpgWILMA_FERNANDES_ROCHA.pdf.jpgGenerated Thumbnailimage/jpeg1239https://ri.ufs.br/jspui/bitstream/riufs/5075/3/WILMA_FERNANDES_ROCHA.pdf.jpg8c5a97b58670c83e260f3ccee6a8d9d4MD53riufs/50752017-11-24 20:29:00.039oai:ufs.br:riufs/5075Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-11-24T23:29Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
Saberes elementares aritméricos no ensino primário em Sergipe (1890 a 1944) |
title |
Saberes elementares aritméricos no ensino primário em Sergipe (1890 a 1944) |
spellingShingle |
Saberes elementares aritméricos no ensino primário em Sergipe (1890 a 1944) Rocha, Wilma Fernandes Matemática Matemática (Ensino fundamental) Ensino fundamental Manual de Calkins Aritmética elementar de Trajano Saberes elementares aritméticos Programas do Ensino Primário de Sergipe Manual de Calkins Aritmética elementar de Trajano CIENCIAS HUMANAS::EDUCACAO |
title_short |
Saberes elementares aritméricos no ensino primário em Sergipe (1890 a 1944) |
title_full |
Saberes elementares aritméricos no ensino primário em Sergipe (1890 a 1944) |
title_fullStr |
Saberes elementares aritméricos no ensino primário em Sergipe (1890 a 1944) |
title_full_unstemmed |
Saberes elementares aritméricos no ensino primário em Sergipe (1890 a 1944) |
title_sort |
Saberes elementares aritméricos no ensino primário em Sergipe (1890 a 1944) |
author |
Rocha, Wilma Fernandes |
author_facet |
Rocha, Wilma Fernandes |
author_role |
author |
dc.contributor.author.fl_str_mv |
Rocha, Wilma Fernandes |
dc.contributor.advisor1.fl_str_mv |
Santos, Ivanete Batista dos |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2185564736607482 |
contributor_str_mv |
Santos, Ivanete Batista dos |
dc.subject.por.fl_str_mv |
Matemática Matemática (Ensino fundamental) Ensino fundamental Manual de Calkins Aritmética elementar de Trajano Saberes elementares aritméticos Programas do Ensino Primário de Sergipe Manual de Calkins Aritmética elementar de Trajano |
topic |
Matemática Matemática (Ensino fundamental) Ensino fundamental Manual de Calkins Aritmética elementar de Trajano Saberes elementares aritméticos Programas do Ensino Primário de Sergipe Manual de Calkins Aritmética elementar de Trajano CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In this paper, it is presented the result of an investigation that aimed to analyze basic arithmetical knowledge for primary education in Sergipe, in official documents, in the period from 1890 to 1944. In order to achieve the original intent, documents were located and examined such as: Primary Public Instruction Regulations, Education Programs, Reports on School Groups, State Presidents messages and Teaching Manuals. The theoretical contribution came from the use of authors such as Valente (2013), Bloch (2002) and Chartier (2002). The documents examination was guided by the understanding of arithmetical elementary knowledge inspired by Valente (2015), which later went through a refinement from evidences identified in Messages and Reports that pointed out the manuals Elementary Arithmetic by Antonio Trajano and Lessons of Things by Calkins which were taken as a reference to identify arithmetical elementary knowledge that can be listed as it follows: numbers, arithmetic operations and problems, fractions and their operations, divisibility, proportion, simple interests and measures. References materials as mechanical counters were identified, Parker‘s cards and statement to be adopted the book Elementary Arithmetic for the teaching of elementary arithmetic knowledge. It was possible to identify principles adopted by Calkins (1886/1950), which went through steps such as: imagination, judgment, observation, consequently, to the comparison and classification, in order to get into knowing elementary arithmetical knowledge prescribed in Teaching Programs in Sergipe. For instance, regarding to the knowledge of Arithmetic Operations, in adding up, the manual suggested using mechanical counter as it follows: adding spheres up to ten spheres and two spheres. In the 1917 Program, it should take the decimal place up to twelve, meaning, in both they should make the sum up to twelve. The method indicated for primary education was the intuitive until the 1920s, with change indications for what advocated the principles of the New School since then and with greater emphasis after the 1930s. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-03-30 |
dc.date.accessioned.fl_str_mv |
2017-09-26T18:14:46Z |
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2017-09-26T18:14:46Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Rocha, Wilma Fernandes. Saberes elementares aritméricos no ensino primário em Sergipe (1890 a 1944). 2016. 103 f. Dissertação (Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, 2016. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/handle/riufs/5075 |
identifier_str_mv |
Rocha, Wilma Fernandes. Saberes elementares aritméricos no ensino primário em Sergipe (1890 a 1944). 2016. 103 f. Dissertação (Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, 2016. |
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https://ri.ufs.br/handle/riufs/5075 |
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Universidade Federal de Sergipe |
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UFS |
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