O ensino de aritmética nos primeiros anos escolares e o movimento da matemática moderna no Brasil (1960-1980)
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/37339 https://doi.org/10.14393/ufu.te.2023.7021 |
Resumo: | This work brings the results of an investigation in the area of education, in the sub-area of the History of Education, with the theme linked to the History of Subjects, of which the primary objective was the description of professional knowledge of mathematics, in particular, the problems of arithmetic in school books such as, “Modern Course of Mathematics for Elementary Schools” and “Modern Course of Mathematics for Middle Schools”, together with the student‟s school notebooks. The set of problems that motivated this research mainly related to the production of arithmetic knowledge present in our sources, with a view to understanding the existing connection between the ideal function (of the school books) and the pedagogical reality (in the student‟s notebooks) of the contents of arithmetic. The delimited period for this investigation extended from 1960, time when the Movement for Modern Mathematics in Brazil was implanted, until 1980, when considerable changes in the development of Mathematics happened within the Brazilian scenario. For this reason, research methodology described by Lima and Valente (2019) was used, referenced in the studies of Peter Burke (2016), which consisted of work stages given by: recompiling teaching experiences, comparative analysis of notebooks and classifying the knowledge of the teachers. In the way, one can extract from the notebooks elements of the knowledge of the professionals, distinguishing an arithmetic to be taught and an arithmetic to teach. Knowledge of reflections on theory methodology in the field of the History of Subjects, Chervel (1990), in particular, as well as, in the scope of the culture of the school, Julia (2001). In this text, stemming from the idea of insertion, implementation and development of Modern Mathematics in Brazil. In addition, through the means of recompilation of the experiences of the teachers, select and separate the information organized in a collection of school books. However, in the comparative analysis of the knowledge of the teachers, we sought, from the group of notebooks, information and experience of the teachers that showed to be convergent to point of view of the orientation of the work of a teacher. In the end, in the classification and use of knowledge as knowledge, constitutes in with a dialogue with the development of the ideal modernizer in Brazil, with the Program of the Elementary School in São Paulo in 1969, as well as with notebooks of the students. Concluding that both of the collections present elements constitutive of a professional knowledge of arithmetic and that the problems of arithmetic very often present more characteristics of exercises of application of arithmetic in everyday life than the idea of a change in teaching mathematics within the modern math profile. In addition, we found that there has been a failure in the harmony between what is written in the school books, as an ideal goal, with what is effectively taught in schools, as part of the pedagogical reality. Key words: History, Education, School, Mathematics, Arithmetic |
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O ensino de aritmética nos primeiros anos escolares e o movimento da matemática moderna no Brasil (1960-1980)Teaching arithmetic in the first school years and the modern mathematics movement in brazil (1960 -1980)HistóriaEducaçãoEscolaMatemáticaAritméticaHistoryEducationSchoolMathematicsArithmeticCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAEducaçãoMatemática - Estudo e ensinoMatemática - HistoriografiaAritmética - Estudo e ensinoThis work brings the results of an investigation in the area of education, in the sub-area of the History of Education, with the theme linked to the History of Subjects, of which the primary objective was the description of professional knowledge of mathematics, in particular, the problems of arithmetic in school books such as, “Modern Course of Mathematics for Elementary Schools” and “Modern Course of Mathematics for Middle Schools”, together with the student‟s school notebooks. The set of problems that motivated this research mainly related to the production of arithmetic knowledge present in our sources, with a view to understanding the existing connection between the ideal function (of the school books) and the pedagogical reality (in the student‟s notebooks) of the contents of arithmetic. The delimited period for this investigation extended from 1960, time when the Movement for Modern Mathematics in Brazil was implanted, until 1980, when considerable changes in the development of Mathematics happened within the Brazilian scenario. For this reason, research methodology described by Lima and Valente (2019) was used, referenced in the studies of Peter Burke (2016), which consisted of work stages given by: recompiling teaching experiences, comparative analysis of notebooks and classifying the knowledge of the teachers. In the way, one can extract from the notebooks elements of the knowledge of the professionals, distinguishing an arithmetic to be taught and an arithmetic to teach. Knowledge of reflections on theory methodology in the field of the History of Subjects, Chervel (1990), in particular, as well as, in the scope of the culture of the school, Julia (2001). In this text, stemming from the idea of insertion, implementation and development of Modern Mathematics in Brazil. In addition, through the means of recompilation of the experiences of the teachers, select and separate the information organized in a collection of school books. However, in the comparative analysis of the knowledge of the teachers, we sought, from the group of notebooks, information and experience of the teachers that showed to be convergent to point of view of the orientation of the work of a teacher. In the end, in the classification and use of knowledge as knowledge, constitutes in with a dialogue with the development of the ideal modernizer in Brazil, with the Program of the Elementary School in São Paulo in 1969, as well as with notebooks of the students. Concluding that both of the collections present elements constitutive of a professional knowledge of arithmetic and that the problems of arithmetic very often present more characteristics of exercises of application of arithmetic in everyday life than the idea of a change in teaching mathematics within the modern math profile. In addition, we found that there has been a failure in the harmony between what is written in the school books, as an ideal goal, with what is effectively taught in schools, as part of the pedagogical reality. Key words: History, Education, School, Mathematics, ArithmeticTese (Doutorado)Este trabalho comunica os resultados de investigação na área de Educação, na subárea de História da Educação, com temática vinculada à História Disciplinar, cujo objeto privilegiado foi a caracterização dos saberes profissionais de aritmética, em particular, dos problemas aritméticos nas coleções de livros didáticos a saber “Curso Moderno de Matemática para as Escolas Elementares” e “Curso Moderno de Matemática para o Ensino de 1º Grau” e um conjunto de cadernos escolares de alunos. A problemática que motivou a pesquisa está relacionada principalmente à produção de saberes aritméticos presentes em nossas fontes, com vistas a compreender a sintonia existente entre as finalidades ideais (nos livros didáticos) e a realidade pedagógica (nos cadernos escolares dos alunos) dos conteúdos de aritmética. O período delimitado para a investigação estende-se de 1960, época da implementação do Movimento da Matemática Moderna no Brasil, até 1980, quando ocorreram mudanças consideráveis no desenvolvimento do Movimento no cenário brasileiro. Para tanto, utilizou-se a metodologia de pesquisa descrita por Lima e Valente (2019), referenciada nos estudos de Peter Burke (2016), que consiste em etapas de trabalho dadas por: recompilação de experiências docentes, análise comparativa dos cadernos e sistematização dos saberes docentes. Com isso, pôde-se extrair dos cadernos elementos dos saberes profissionais, caracterizando uma aritmética a ensinar e uma aritmética para ensinar. Tomou-se conhecimento ainda das reflexões teórico-metodológicas no campo da História Disciplinar, Chervel (1990), em especial; e, no âmbito da cultura escolar, Júlia (2001). Neste texto, partiu-se do exame das ideias de inserção, implementação e desenvolvimento da Matemática Moderna no Brasil. Em seguida, buscou-se, por meio da recompilação de experiências docentes, selecionar e separar as informações organizadas nas coleções de livros didáticos. Já na análise comparativa dos conhecimentos dos docentes, buscaram-se, a partir do conjunto de cadernos, informações e experiências docentes que se mostram convergentes para o ponto de vista da orientação do trabalho do professor. Por fim, na sistematização e uso dos conhecimentos como saberes, constituiu-se um diálogo com o desenvolvimento do ideário modernizador no Brasil, com o Programa da Escola Primária de São Paulo de 1969, e com os cadernos escolares dos alunos. Concluiu-se que ambas as coleções apresentam elementos constitutivos de um saber profissional aritmético e que os problemas aritméticos muitas vezes apresentaram mais características de exercícios de aplicação da aritmética no cotidiano do que propriamente a uma ideia de mudança no ensino de Matemática no recorte moderno. Constatou-se, também, que houve uma falta de sintonia entre o que estava prescrito nos livros didáticos, como finalidade ideal, com aquilo que se ensinava efetivamente nas escolas, enquanto parte da realidade pedagógica.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em EducaçãoGatti Júnior, Déciohttp://lattes.cnpq.br/0164067095554570Valente, Wagner Rodrigueshttp://lattes.cnpq.br/0648590779429965Araújo, José Carlos Souzahttp://lattes.cnpq.br/7069283169342231Bertini, Luciane de Fatimahttp://lattes.cnpq.br/7883451343333340Oliveira, Cristiane Coppe dehttp://lattes.cnpq.br/1337700960486255Boiago, Carlos Eduardo Petronilho2023-02-28T12:16:23Z2023-02-28T12:16:23Z2021-08-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfBOIAGO, Carlos Eduardo Petronilho. O ensino de aritmética nos primeiros anos escolares e o movimento da matemática moderna no Brasil (1960-1980). 2021. 264 f. Tese de Doutorado (Doutorado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2021. DOI https://doi.org/10.14393/ufu.te.2023.7021.https://repositorio.ufu.br/handle/123456789/37339https://doi.org/10.14393/ufu.te.2023.7021porhttp://creativecommons.org/licenses/by/3.0/us/info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2023-03-01T06:18:33Zoai:repositorio.ufu.br:123456789/37339Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2023-03-01T06:18:33Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
O ensino de aritmética nos primeiros anos escolares e o movimento da matemática moderna no Brasil (1960-1980) Teaching arithmetic in the first school years and the modern mathematics movement in brazil (1960 -1980) |
title |
O ensino de aritmética nos primeiros anos escolares e o movimento da matemática moderna no Brasil (1960-1980) |
spellingShingle |
O ensino de aritmética nos primeiros anos escolares e o movimento da matemática moderna no Brasil (1960-1980) Boiago, Carlos Eduardo Petronilho História Educação Escola Matemática Aritmética History Education School Mathematics Arithmetic CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Educação Matemática - Estudo e ensino Matemática - Historiografia Aritmética - Estudo e ensino |
title_short |
O ensino de aritmética nos primeiros anos escolares e o movimento da matemática moderna no Brasil (1960-1980) |
title_full |
O ensino de aritmética nos primeiros anos escolares e o movimento da matemática moderna no Brasil (1960-1980) |
title_fullStr |
O ensino de aritmética nos primeiros anos escolares e o movimento da matemática moderna no Brasil (1960-1980) |
title_full_unstemmed |
O ensino de aritmética nos primeiros anos escolares e o movimento da matemática moderna no Brasil (1960-1980) |
title_sort |
O ensino de aritmética nos primeiros anos escolares e o movimento da matemática moderna no Brasil (1960-1980) |
author |
Boiago, Carlos Eduardo Petronilho |
author_facet |
Boiago, Carlos Eduardo Petronilho |
author_role |
author |
dc.contributor.none.fl_str_mv |
Gatti Júnior, Décio http://lattes.cnpq.br/0164067095554570 Valente, Wagner Rodrigues http://lattes.cnpq.br/0648590779429965 Araújo, José Carlos Souza http://lattes.cnpq.br/7069283169342231 Bertini, Luciane de Fatima http://lattes.cnpq.br/7883451343333340 Oliveira, Cristiane Coppe de http://lattes.cnpq.br/1337700960486255 |
dc.contributor.author.fl_str_mv |
Boiago, Carlos Eduardo Petronilho |
dc.subject.por.fl_str_mv |
História Educação Escola Matemática Aritmética History Education School Mathematics Arithmetic CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Educação Matemática - Estudo e ensino Matemática - Historiografia Aritmética - Estudo e ensino |
topic |
História Educação Escola Matemática Aritmética History Education School Mathematics Arithmetic CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA Educação Matemática - Estudo e ensino Matemática - Historiografia Aritmética - Estudo e ensino |
description |
This work brings the results of an investigation in the area of education, in the sub-area of the History of Education, with the theme linked to the History of Subjects, of which the primary objective was the description of professional knowledge of mathematics, in particular, the problems of arithmetic in school books such as, “Modern Course of Mathematics for Elementary Schools” and “Modern Course of Mathematics for Middle Schools”, together with the student‟s school notebooks. The set of problems that motivated this research mainly related to the production of arithmetic knowledge present in our sources, with a view to understanding the existing connection between the ideal function (of the school books) and the pedagogical reality (in the student‟s notebooks) of the contents of arithmetic. The delimited period for this investigation extended from 1960, time when the Movement for Modern Mathematics in Brazil was implanted, until 1980, when considerable changes in the development of Mathematics happened within the Brazilian scenario. For this reason, research methodology described by Lima and Valente (2019) was used, referenced in the studies of Peter Burke (2016), which consisted of work stages given by: recompiling teaching experiences, comparative analysis of notebooks and classifying the knowledge of the teachers. In the way, one can extract from the notebooks elements of the knowledge of the professionals, distinguishing an arithmetic to be taught and an arithmetic to teach. Knowledge of reflections on theory methodology in the field of the History of Subjects, Chervel (1990), in particular, as well as, in the scope of the culture of the school, Julia (2001). In this text, stemming from the idea of insertion, implementation and development of Modern Mathematics in Brazil. In addition, through the means of recompilation of the experiences of the teachers, select and separate the information organized in a collection of school books. However, in the comparative analysis of the knowledge of the teachers, we sought, from the group of notebooks, information and experience of the teachers that showed to be convergent to point of view of the orientation of the work of a teacher. In the end, in the classification and use of knowledge as knowledge, constitutes in with a dialogue with the development of the ideal modernizer in Brazil, with the Program of the Elementary School in São Paulo in 1969, as well as with notebooks of the students. Concluding that both of the collections present elements constitutive of a professional knowledge of arithmetic and that the problems of arithmetic very often present more characteristics of exercises of application of arithmetic in everyday life than the idea of a change in teaching mathematics within the modern math profile. In addition, we found that there has been a failure in the harmony between what is written in the school books, as an ideal goal, with what is effectively taught in schools, as part of the pedagogical reality. Key words: History, Education, School, Mathematics, Arithmetic |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-08-25 2023-02-28T12:16:23Z 2023-02-28T12:16:23Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
BOIAGO, Carlos Eduardo Petronilho. O ensino de aritmética nos primeiros anos escolares e o movimento da matemática moderna no Brasil (1960-1980). 2021. 264 f. Tese de Doutorado (Doutorado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2021. DOI https://doi.org/10.14393/ufu.te.2023.7021. https://repositorio.ufu.br/handle/123456789/37339 https://doi.org/10.14393/ufu.te.2023.7021 |
identifier_str_mv |
BOIAGO, Carlos Eduardo Petronilho. O ensino de aritmética nos primeiros anos escolares e o movimento da matemática moderna no Brasil (1960-1980). 2021. 264 f. Tese de Doutorado (Doutorado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2021. DOI https://doi.org/10.14393/ufu.te.2023.7021. |
url |
https://repositorio.ufu.br/handle/123456789/37339 https://doi.org/10.14393/ufu.te.2023.7021 |
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openAccess |
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application/pdf |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
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diinf@dirbi.ufu.br |
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