História para ensinar matemática nos anos iniciais nas produções acadêmicas brasileiras (1990 – 2018): princípios, métodos e propostas

Abstract

From a research, whose object of study was centered on the productions of postgraduates of brazilian universities in History for the Teaching of Mathematics (HEnM), with a cut for the initial years, this work develops and analyzes the academic productions from the field between 1990 and 2018, with an emphasis on its principles and methods, to highlight its potentialities and contributions not only in mathematics, with an approach related to history, the initial years of Fundamental Education, based on the files that make up the collection of the Brazilian Center of Reference in Research on the History of Mathematics (CREPHIMat), originating from two research projects aos quais or documentary study is linked. Through the cataloging of productions, a paradigmatic matrix was elaborated, in order to identify and analyze the Technical, Methodological and Theoretical levels as constitutive elements of the productions on the researched topic, aiming to point out ways of using history to teach mathematics in the initial years, and, likewise, it provides indications of the contributions of these productions to the teaching of mathematics and to teacher training, based on the foundations established by Mendes (1997, 2001, 2009, 2013), or provides history as a didactic and conceptual mediator, tending to historical research as an element of (re)construction of mathematics generated in different socio-cultural contexts, developed from investigative activities that problematize practices for the improvement of learners. The results highlight the importance of two well-trodden paths by researchers in the direction of mathematics teaching approaches, through the history of mathematics as a mediator of proposed pedagogical practices, as they involve testing of concrete materials, artifacts and manipulations, applications of history in situations of teaching and training and as a basis for research methods and explorations in the training of Mathematics teachers. It is emphasized that, in a general way, all productions point to the need to implement the uses of the history of Mathematics in initial or continuing teacher training, as a fundamental element for the constitution of a didactic epistemology that enables a didactic and conceptual training to teach Mathematics with meaning, supported by a reflective approach.