Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290

O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).

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1963: educação, ciência e redenção econômica em uma capital na periferia da modernidade: a Escola de Chimica Industrial na Belém dos anos 1920
(Universidade Federal do Pará, 2016-03-23) MACHADO, Jorge Ricardo Coutinho; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
In the 1920s, in Belem (a town in Pará-Amazon-Brazil), merchants and scientists to join through negotiations and interest agreements, to the creation of an analytical laboratory with the aim of researching of amazonian natural products capable of being used in the industry and thereby inaugurate a new cycle of economic prosperity after the end of the so-called "latex cycle" (the amazonian belle époque). The laboratory of analysis, almost simultaneously became a laboratory-school for training chemists, according to a training model previously initiated in Europe and that has shaped from then on, all training systems of professionals of chemistry. This laboratory-school (which existed from 1922 to 1930) graduated nine industrial chemists and published a scientific bulletin with the results of research conducted at the institution. This narrative unfolds in the chapters of this study, which are developed more detailed reports about the actors (human and non-human agents) involved in a network, in this history: the Amazon region with its natural products and the city of Belém of Pará capital on the outskirts of modernity; chemistry, a modern science expanding in the world; diplomats, politicians, merchants, chemistry students and scientiststeachers. The analyzes conducted had supported mainly in the Sociology of Translation, theoretical tool that allows to map inseparably the assembled elements in this network, whose tessitura also contribute those derived by nature and those of society, without asymmetries. The conclusions allows verify the fertility of the approach (Social Studies about Science and Technology) in the construction of narratives about objects which, although already studied by traditional historiography, were being treated asymmetrically, without giving voice with equal eloquence to scientists, amazonian natural products, politicians and traders, resulting often in hagiographies or narratives drived by positive arrow of progress and advancing of the "wrong past" to "correct future." It is expected that stories like this, written with support in the Sociology of Translation, can shed new light on the history of the expansion of the natural sciences in the Amazon, by presenting not a story of winners (or occupation of an " epistemological emptiness"), but that one where we can see the science in action, with all negotiations, hesitations, beliefs, setbacks and recalcitrances, typically presents in a open life field, where reason and passion; knowledge and power intertwine inseparably.
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Ciências naturais no ensino profissional do Pará: : Instituto de Educando Artífices e Instituto Lauro Sodré (1870/1901)
(Universidade Federal do Pará, 2019-04-04) TEIXEIRA, Kelúbia Soares; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The aim of this paper was to analyse the process of insertion of the Natural Sciences in the curriculum of the first Institute of Vocational Training of Pará (Belém, Pará state, Brazil), during both periods: from 1870 to 1897 – when it worked as Institute of Educating Artificers – and from 1897 to 1901 – when it functioned as Lauro Sodré Institute. Our results showed that the Natural Sciences were part of the Institute of Educating Artificers with subjects as “Brief Rudiments of Physiscs and chemistry” during the primary school from 1870 to 1883, and also in the Industrial Course of the Lauro Sodré Institute with the subjects Physics, Chemistry, History of the Three Kingdoms, Notions of Zoology and Botany from 1899 to 1901. It is noteworthy that modern scientific rationality began to be expanded in the Amazon by the sea with the steamships arriving from Europe. Then, the city of Belem began to take off as an urban center around the 70,s, under the particular name of Amazon Belle Èpoque. From the establishment of the Republic in Brazil, the urbanization process accelerated and Belém modernized. It is evidenced that the modernization of the city of Belém during the Belle Èpoque ofefered conditions for the instruction of the Natural Sciences in the curriculum of the Institute of educating Artificers and Lauro sodré Institute, reflecting the Amazonian context of valorization of the sciences as indispensable knowledge for modernization prmoting the formation of a type of individual whose discourses investigated pointed as being a workman. Our study suggested that since childhood, the student was introduced in this discursive order to receive instruction for a “useful” carrer to the state – generating profit the province – and for the constitution of modern civilized society, being in the order of discourse a subject who dominated the scientific knowledge of the modern world, wisdom that came to the Amazon as a model to be followed.
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Ciências no currículo do curso normal rural da vila de Santa Izabel, Estado do Pará (1931- 1936)
(Universidade Federal do Pará, 2024-05-02) NUNES, Joás Murilo; ALVES, José Jerônimo de Alencar; BARROS, Jônatas Barros e
This research aims to shed light on a little-explored aspect of the interface between the History of Science and Education in the Amazon: the inclusion of science in school institutions in the interior of the state of Pará. The object of the research is the Rural Normal Course, established at the Antônio Lemos College, located in Santa Izabel do Pará, in 1931. This institution, a historical heritage site, still draws attention today due to its monumental architecture, especially if we consider the contrast with the town which, at the time it was created, was an agricultural center in the northeast of Pará. The course was aimed at training elementary school teachers to work in schools located in rural areas of the state, which was in line with the movement for the ruralization of education in Brazil, which was expanding at the time. With this in mind, our aim was to analyze the conditions that made it possible for science to be included in the syllabus of the Rural Normal Course, created in 1931. To achieve this, the research was guided by the following questions: how did these sciences and the course that housed them find the conditions to become viable in the local culture? What were these sciences, how were they represented and how were they situated in relation to the other subjects within the teaching programs adopted? The concept of culture and representation coined by Hall (2016) was fundamental to the analysis of historiographical sources, such as government decrees and regulations, teaching programs and other discourses that became part of local culture. These primary sources were consulted in the archives available in the collections of the Hemeroteca and Rare Works Section of the Arthur Vianna Library and in the collection of the Public Archives of the State of Pará, both located in the city of Belém-PA. Among these representations were those calling for the implementation of a rural education oriented towards the practice of agriculture that would be efficient, intensive and, at the same time, with a deep appreciation for the land and nature, in order to deal with the problem of the rural exodus faced at the time. The scientific subjects that were adopted in the program of the Santa Izabel Rural Normal Course were: Natural Sciences, in 1931 and Physical and Natural Sciences, in 1934.
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Condições culturais de inserção da história natural na instrução pública do Pará (1851-1891)
(Universidade Federal do Pará, 2023-03-16) LIMA, Marcelino Carmo de; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
This thesis intends to contribute for historiography about the process of institutionalization of science in schools and your main objective is to analyze the process of insertion of the Natural History in public education in Pará, the characteristics it assumed and the cultural conditions that made possible. The thesis covers a period between 1851 and the initial period of the first Republic, 1891. This initial period of analysis is justified by the fact of the Botany was included in the curriculum of Liceu Paraense, with the creation of the subject Elements of Physics, Chemistry and general principles of Botany, in 1851. The subject Natural History would only be introduced in 1873, when it became part of the curriculum of the Curso Normal, attached to the Liceu Paraense, integrating the subject General Notions of Physics, Chemistry, Natural History and Agriculture, being withdrawn shortly afterwards, 1874. After the advent of the Republic, in 1889, disciplines from the field of Natural History were introduced into the curriculum of Liceu Paraense and Escola Normal, with other disciplines such as Biology, Hygiene and School Hygiene appearing in both schools. The three moments that stand out above constitute the chapters of this thesis, which is based on theorizations of the fields of study of curriculum history, history of school subjects and Cultural Studies. In order to analyze the characteristics, representations and meanings attributed to Natural History in each of these contexts, we rescued the teaching plans and other documents that indicate the specificities that this science assumed in the Pará school curriculum. With regard to the conditions that made it possible, we will investigate, above all, the speeches of the time, printed, above all, in newspapers and government reports of the time. We found, firstly, the presence of activities linked to the field of Natural History, such as those of naturalists and research in Botany at context of the local culture, were important factors for the insertion, at first, of Botany among the Sciences, which constituted the first scientific subject in the curriculum of public education in Pará. Posteriorly, we saw that although there were people with thoughts focused on the insertion of such knowledge in education, proposing its insertion, they did not remain for cultural reasons alleged in the speeches conveyed in the newspapers of the time as being of disinterest. In the last period, that of the Republic, there are indications that this knowledge may have been introduced and consolidated in the culture and in local school system, bearing in mind that there were reforms in order to adapt to a new regime in which science became more valued.
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As condições de emergência da escola de engenharia do Pará (1870 – 1931)
(Universidade Federal do Pará, 2013) RIBEIRO, Erick Elisson Hosana; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The School of Engineering of Para was founded in 1931 on the initiative of local engineers who worked in the region since the late 1870s, and the purpose of this work is to investigate the conditions that allowed the emergence of this institution of learning. To understand these conditions, we take the period from 1870 to 1930 and analyze how arose the demand for engineers in the region and how engineers have been gaining ground in local society. Furthermore, we analyze how was the work of the engineers founders of the School in the institutions of government. Finally we analyze the process of formation of these engineers, and taking into account that most of them studied in Rio de Janeiro we present an analysis of the contents in the curricula of the Polytechnic School of Rio de Janeiro. According to the discourses of the time, we observed that the demand for engineers had their moment of greatest intensity during the Belle-Époque, due to the large volume of public works undertaken in this period, however, this demand has occurred in the later periods. These were conditions that made possible the founding of the School. Since then, engineer’s school founders worked in various projects in the region, especially those developed by the Division of Public Works in order to promote the modernization of the region. This action enabled the recognition of engineer’s social class and contributed to the emergence of the School of Engineering that culminated in the creation of the Engineering Club (1919), which played an important role in creating and maintaining school. Finally, by analyzing the formation, we conclude that this enabled the performance of engineers as school teachers and strongly influenced the initial curriculum of the institution, becoming one of the emergency conditions of the School.
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A dimensão subjetiva do aprender na formação para a docência interdisciplinar: um estudo de caso no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2022-06-10) RIBEIRO, Rosineide Almeida; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/6500775506186127
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Do Campo à escola: as ciências no ensino agrícola do Pará (1909-1921)
(Universidade Federal do Pará, 2021-04-22) SANTOS, José Arimatéa Gouveia dos; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
This Thesis aims to analyze the dissemination of Sciences through Agricultural Education in Pará, between 1909 and 1921. This period is justified by the creation of the Campo de Cultura Experimental, in 1909, and is understood until 1921, when the Escola de Agronomia do Pará of To present the consolidation of your activities. To achieve our intent, we approached a historiography that considers the conditions of possibilities for the Natural Sciences to be present in agricultural institutions. And among these possibilities, we emphasize the discourses, although not disregarding the other elements. This approach classifies the historiographic methodology developed by authors such as Foucault (1986) and Wortmann and Veiga-Neto (2001), who consider the discursive as a historical condition for the emergence of objects. Finally, in relation to the diffusion of Sciences in the historical, social and cultural context in the region outlined here, we rely on Science historians such as Saldaña (2000) and Quevedo (2000). As research of a historical nature, the sources used were mainly the newspaper Estado do Pará and the Mensagens de Governo do Estado do Pará, in which we analyzed the discourses of Agricultural Education based on Science. As a result of the research, we can consider that the diffusion of Sciences in Agricultural Education in Pará, between 1909 and 1921, was mediated by cultural, social and historical aspects, producing effects so that this diffusion occurred in a gradual and unstable way, starting in the Campo de Cultura Experimental, from a single saber, Agricultural Zoology, in 1911. Then, in 1913, Agricultural Education was proposed by Law to be implemented in a set of schools and other agricultural institutions and forms of education with a variety of knowledge of Sciences. However, despite this law, the proposal for this teaching was not in line with what was observed in the discourses about it, as the sources indicated that the Sciences were in the form of didactic collections, in 1916. In the following year, in 1917, an agricultural secondary school was created with a curriculum rich in Natural Sciences, but it did not provide continuity in its functioning, being another case of instability in the Sciences. However, through higher education, as Science they were consolidated, between 1919 and 1921, through curriculum, teaching practices and articles published in journals by professors from the Escola de Agronomia e Veterinária do Pará.
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A Escola Normal do Pará e a introdução do ensino das Ciências Naturais no Pará (1870 a 1930)
(Universidade Federal do Pará, 2010-09-06) BARROS, Jônatas Barros e; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The objective of the present research is to analyse the curriculum of the Escola Normal Do Para, but to specify on what it will refer to Natural Science that maintained the structure since 1870- 1930. This institute was created in 1871 with the intention to graduate students to become primary schools teachers. Situated in the city of Belem which was the most developed city in the region, the Escola Normal was within the most important structured public institutions of Para. The Natural Science was part of the first curriculum of Escola Normal Do Para, the two being: Physics and Chemistry even though in 1874 these subjects stopped being part of the curriculum. The return of the natural science occurred in the first republic, being Physics, Chemistry and the Natural History. The subjects consolidated with in the period of the first republic. The research analyses this strategy is the presumption that the curriculum is an artifact of the history social, subjected as a change that was reflected and it still reflects today as a relation of power involved in the process of selection and cultural transmission. The other subject that is being analyzed is the considerate study in the curriculum to inform the scientific diffusion, part of the principle is that this process is not symmetric. The scientific knowledge is being created in the most central areas and is being expanded for the outskirts of the suburb, and the scientific knowledge has to interact with the suburban culture, which will be modified and shaped, receiving different values, rather than the ones who pursue them in central countries. The research divides itself in three chapters, the first one has an objective to view the development of the Natural Science of the curriculum in the city of Rio de Janeiro between 1850-1890. This was the central government´s main plan, prior to expand the thoughts for more localization of the country, from the educational thoughts and areas of county council. Within that, we analyze the development of the curriculum in primary schools, secondary school, and ´´normal school´´ in Rio de Janeiro, to specify more in relation to the natural science from the change in law coming from Coutto Ferraz (1854), Leoncio de Carvalho (1879) and Benjamin Constant (1890) which has been determined with changes in the curriculum and the education in general. The second chapter makes a rescue of the curriculum development of the primary and secondary education of the state of Para (1840-1870), this was to view the scenery of the public guideline in the eve of the creation on the Escola Normal Do Pará, what permits to analyse the changes that the institution developed in the scenery . The third chapter in the first moment it reviews the trajectory of Escola Normal Do Pará, in the second moment analyses the development of the curriculum of Escola Norrnal do Pará in relations to the Natural Science, giving evidence that the emergency and the fixation of the scientific knowledge and the distribution of the hourly shift in relations to the others known‟s of the curriculum.
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A geometria na província do Grão-Pará: a inserção nos currículos e em outros discursos
(Universidade Federal do Pará, 2019-04-22) SANTOS, Everaldo Roberto Monteiro dos; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The objective of this work is to provide an analytical description of the aspects that favored the modification of Mathematics teaching in the Grao-Pará Province during the 19th century. This research was initiated from a preliminary survey in documents that dealt with the History of teaching in the Amazon in this period, in order to reach the purpose of the work, started with the following questions: What is the social context in the Province of Grão-Pará, favored the emergence of these knowledge? What are the discourses about mathematics teaching at the time? What is the relation of Mathematics teachers to the structures of political power? Seeking to answer such questions, he focused mainly on primary sources such as: laws, decrees and government reports concerning the public education of the Province, regulations of the institution Liceu Paraense, books and newspapers of the time and also in secondary sources that dealt with this subject or correlates. The documentary analysis extended from 1838, year of the resumption of the activities of the Provincial Assembly, an organ that legislated on the education of the Province until 1851, the year of a reform that modified the teaching of Geometry in the Liceu Paraense. Some conclusions were reached, such as the following ones: in 1838 favorable discourses emerged for the insertion of Geometric knowledge in the Province. The purpose of these discourses had been realized in 1840, with the creation of the Geometry School that functioned in the Episcopal Seminary in the years 1840 and 1841 and whose main purpose was to train skilled workers to play the infrastructure works of the city. With the reform of 1841, which included, among other things, the establishment of the Liceu Paraense, an institution that had the purpose of providing secondary education in the Province of Grão-Pará; the Geometry school became part of the Chair of this institution, and this knowledge became part of the Chair "Arithmetic, Algebra and Geometry" and that the presence of Geometry since the first curriculum of the Liceu Paraense, was part of a process modernization of education in the Empire Province. That the teachers who taught the discipline of Geometry, besides professors were influential citizens in the social and political life of the society of the Province, occupying positions as judge of Right and provincial Deputies.
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História e currículo do curso de física (licenciatura) da Universidade Federal do Pará (1955-1976)
(Universidade Federal do Pará, 2020-03-05) SANTOS, Janes Kened Rodrigues dos; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
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A institucionalização do ensino odontológico na Escola Livre de Odontologia do Pará: dos “sacamuelas” aos cientificistas (1911- 1920)
(Universidade Federal do Pará, 2016-07-07) LIMA, Marcelino Carmo de; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The Escola Livre de Odontologia do Pará (Free School of Dentistry of Pará) was created in 1914, with objective to disseminate modern dental education. It was founded by surgeonsdentists, doctors and pharmacists who occupied important positions in the political and institutional structure of the State. The objective of this research is analyze the conditions of dental education institutionalization in the Escola Livre de Odontologia do Pará. The research locates between 1911 and 1920, because it embraces a period in which changes were introduced in the regulation of the dental practice, through the creation of the School, until the moment she fits to national rules laid down for the Faculties, in which the since then became Faculdade Livre de Odontologia do Pará (Free College of Dentistry of Pará). In the research we tried to analyze: the antecedents of the creation of the School; the relationships in dental practice in Pará; the resistances in the process of introduction of new dental practices. For this, the school curricula were analyzed, the registers of the Congregation and discourse of teachers and rulers, etc. Research has shown that before the creation of the School had dentists and practical dentists, who worked at the local dental field. These groups competed for the monopoly of dental practice in Pará. The dentists sought to expand areas of modern dentistry in the midst of society. They argued that their dental practice was scientific. They did use speeches that disqualify the practical dentists. With the creation of the Escola Livre de Odontologia was promoted dental education in the region, aimed at expanding the number of health professionals trained in the order of modern discourse, ie, graduates in scientific discourse. The school sought to expand the space of modern dentistry in the middle of the local population, creating the clinic dental care, which intended to provide dental surgical services free the soldiers of the Military Brigade, interns of the Hospice for the Insane and students from public schools in Belém.
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A introdução das Ciências Naturais no Pará por meio das instituições de ensino
(Universidade Federal do Pará, 2016) BARROS, Jônatas Barros e; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The objective of this research is to analyze the process of introduction of science in Pará, through the schools, and the conditions that allowed this process. We resumed the Pombal reforms of the second half of the eighteenth century, which marked the introduction of the Modern Scientific Rationality in Portuguese Kingdom, where the Para was Cologne. They expelled the Jesuits by inserting a gap in education, which began to be filled with the creation of the College of Nobles, Reform at the University of Coimbra and implementation of Régias classes. At that stage the natural sciences were introduced only in the metropolis, while in Pará created classes that kept the dominance of Letters and Humanities. The Marquis of Pombal's reforms have made the most favorable educational environment paraense receptivity of Natural Sciences, mainly because of the nationalization of education. This became incisive from the second half of the 1830s Rulers of Pará suggested the introduction of scientific disciplines and educational models in effect in countries like France, which was a diffuser center of modernity. This began to be realized with the creation of Liceu Paraense in 1841, which was intended to provide secondary education. Ten years later, in 1851, he implanted the first time physics and chemistry, which was repeated twice more, in 1868 and 1873. In the first insertion Botany was also present, while in the latter, the Natural History. In 1871, the initial phase of the Belle Époque, a time when the entry of Modernity in Para was accelerating, Physics and Chemistry were continued in Escola Normal do Pará, created this year in order to train teachers to work in primary education, but only until 1872, when they were taken out of this institution. In 1890 they returned with more expressiveness, being represented by six Sciences. In primary education, the natural sciences also consisted, from 1870, motivating teachers in that sector the coursing Physics and Chemistry in the Escola Normal and Liceu Paraense. Thus, educational institutions were instrumental in the introduction of science in Pará, conditioned by the social context, first of Pombal reforms, culminating in the nationalization of education, and Belle-Époque, with the acceleration of Modernity entry in Pará. scientific presence in the curricula was marked by discontinuities in the initial phase, since the reception of the modernizing process, the local culture, had not yet made the learning of science is an imperative need. This began to happen from 1890 when the Science began to widen in school curricula.
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José Veríssimo: ciência e educação feminina no século XIX
(Universidade Federal do Pará, 2012-04-30) SILVA, Lêda Valéria Alves da; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The dissertation aims to examine the paraense writer José Veríssimo thought as regards the natural sciences studies and his ideas about female scientific education in the transition from de 19th to the 20th century, time of transition from the imperial to the republican regime. Once it was time when José Veríssimo wrote his books and texts, like the book A Educação Nacional, published in 1890, about the education in Brazil, this period was selected. Emboldened by republicanism and by positivists and evolutionists ideas, the author examines how the natural sciences study was at the transition time, because for the doctrines listed by Veríssimo it was important the school get the society “illuminator” role and it could be achieved through sciences. Then, I examine how the national education reform that was hoped by Veríssimo influenced the scientific education model in which the Brazilian women, as the first children educator, should be subjected. The author indicates a curriculum to be taught to women, for a better sciences learning by them. The research becomes relevant to the Brazilian scientific education history, because it helps to meet the education ideas of José Veríssimo, one of the Brazilian writers that more endeavored to become the country a link between the progress and education.
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A “lição de coisas”: o Museu Paraense e o ensino da história natural (1889-1900)
(Universidade Federal do Pará, 2010-03-25) MACHADO, Diego Ramon Silva; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The main focus of this thesis is to reflect about the publicization of the Natural History in Pará during the end of the 19th Century through the science teaching promoted by the Museu Paraense de História Natural e Etnografia (1889-1900). In this study I make an emphasis in the notions of Education and Natural History in the speeches of the persons who are historically evolved with this Institution and in the strategies which were use to promote the science in the state. Thus, I identify some facts that were found in the documents of the Governators of Pará and in the Bulletin of the Paraense Museum, that shows that since the beginning, in 1866, It sought to study the local nature, publicize the results of the researches and promote lessons about the Natural History. I debate the educational importance of the Public Conferences, the formation of Young researchers of Natural History, the Boletim do Museu Paraense de História Natural e Etnografia (1894), and the Zoo botanical Garden, through their own specific characteristics. Therefore, the research is allied of the different subjects and lines of investigation that have been ocupied with the teaching and dissemination of scientific informations of Natural History Museums; It demonstrates the contribution of this analysis to others researchs of publicization and the history of the Natural Science Teaching. Nervertheless, It can be used as theoretical and methodological support to comparative studies in this field.
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O papel das escolas agrícolas na introdução da racionalidade científica no Pará (1860-1912).
(Universidade Federal do Pará, 2013-09-19) SANTOS, José Arimatéa Gouveia dos; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The objective of this research is to analyze the modern rationality with the introduction of modern natural and technical sciences in the first agricultural schools of Pará (Escola Rural D. Pedro II, Curso Regente Agrícola, Institute Lauro Sodré and Estação Experimental de Agricultura Prática) and assess the extent to which they reflected the project; based in the new ideas of rationality from Europe that were introduced at this location. For this investigation will be analyzed firstly, the speeches of the leaders of Pará, to know until point they reflect a new mindset that was implanted in agriculture. Then, we will analyze some elements that constitute schools (curriculum, teaching and physical space), in order to verify in which aspects contributed to the introduction of modern techniques and natural sciences. The research result shows that the discourse on education and agricultural education based on modern science and techniques have contributed to the establishment of agricultural schools to establish and develop the local man rational practices in agriculture. The curriculum, teaching and physical space of the school were elements who spread the natural sciences, promoted forms of teaching differed from that which existed in the state of Pará, established a diversity of physical space for science education and introduced technologies in agricultural education.
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Sistema métrico decimal: difusão no sistema escolar do Pará (1868 – 1918)
(Universidade Federal do Pará, 2019-05-17) CORRÊA, Patrícia de Campos; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/3793526621124658
The Decimal Metric System was introduced in curriculum of Pará schools in the second half of the 19th Century, in compliance with the Imperial Law of 1862, which made it compulsory education in Brazil. From the 1870s, in Pará, this knowledge became part of the curriculum of vocational schools. Government speeches delivered by the press and choose recorded in Province reports, school regulations, school curricula, textbooks also made it possible to circulate the Decimal Metric System where there were already other practices and ways of measuring. In this research we aim to analyse how the Institutionalization of the Decimal Metric System occurred in the Pará school system in the period from 1868 to 1919. For this we analysed some discourses favourable to the implementation of the Decimal Metric System as the Laws, Educational Regulations, the saying of deputies. The Legislative Assembly, the Presidents of the Province, the Director of Public Instruction, the governors, the authors of books on this subject, as well as the local newspaper related to the culture and society of the time and the relationship with the systems previously used. In the analyses, some aspects of cultural studies were considered, which corroborated the understanding of how this diffusion process occurred, the social position of the subjects who spoke the diffuser discourses, the conditions that allowed the circulation of these discourses and in which cultural context. Modernity in Amazon region in the second half of the 19th Century had Pará as its main gateway, and was funded by the latex economy fuelled by discourses of desire for progress coupled with scientism, school education and vocational training. The diffusion of the Decimal Metric System occurred through discourses that did not only refer to the educational process, but the introduction of a worldview associated with the modernity that was introduced in the region, in the period of the Amazonian Belle Époque and the coexistence of other ways of measuring.

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