A escolarização da matemática nos grupos escolares paraenses (1899-1930)

Abstract

To consider the representative of formation of know elementary mathematician to history mathematic’s education, this dissertation have with objective indentify the process of scholarity of mathematic’s in paraense Scholar Group in period understood between 1899 and 1930 years ago, focalizing the mathematics’s knows destined to Scholars Groups in this period, the indications methodological for itself teaching and the happening (or no) of vulgata phenomenon between the programs studied, consider as mathematic’s scholarity the regulate process for rules that was fundamental the institutionalization of Arithmetic, Geometry and Draw, establishing the forms as this knows was teaching and was practicing in schools. For formality this study, we utilize as reference source of search. The programs of teaching primary in implemented in state of Pará in 1903, 1910 and 1929 years ago, like we elect with foundation theoric-methodologic the history of school’s subjects, that we do outdo the cultural history too. To collect the teaching primary program select as reference source of search us note that the mathematic’s knows, constant itself is reference to Arithmetic and Geometry in program of 1903, 1910 and 1929 years ago to Draw in programs of 1910 and 1929 years ago. The history that here we writing for represent the scholarity of mathematical in period indicate, show that the indications methodological destined to teaching of mathematic’s knows in that say regard the Arithmetic, Geometry and Draw, both be connect with the intuitive method teaching. In these period, was established that the teacher was utilized concrete material that were of knowledge of students for awake youself interest and viable the process of abstraction of knowledge that was teaching. In that history, too be in that knows of Arithmetic of three program was very similar, and also the of Geometry and the of Draw, that us allow indicate the happening of phenomenon of vulgata between the Arithmetic, Geometry and Draw program of respective, complement primary course, the that evidence that the in period of 1899 to 1930 the Arithmetic, Geometry and Draw program to this course was similar, being a with reference for elaboration of other. To find this happening, is possible declare that the mathematic’s scholarity in paraense scholar group between 1899 and 1930 keep stable, obeyeding the even directions of contents and methodological lead for teaching of program adoptee for in this period.