Navegando por Assunto "History of mathematics education"

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Os cursos de licenciatura em matemática das universidades em Belém do Pará: da criação à consolidação
(Universidade Federal do Pará, 2021-12-07) LIRA, Alailson Silva de; MENDES, Maria José de Freitas; http://lattes.cnpq.br/4608940740054670
This research aims historically contribute to the course of degree in mathematics from universities in Belem. The purpose of this is to describe the processes that led to the creation of degree courses in Mathematics, Federal University of Pará (UFPA), State University Pará (UEPA) and University of Amazonia (UNAMA) and the changes in their curriculum structures. For the development of research, we adopt the historical research as a methodological theoretical basis using taxonomic criteria and historical field Aróstegui (2006) and Barros (2005). Furthermore, written sources were analyzed, located in the archives of these educational institutions, theses, dissertations and papers that were related to the topic discussed. To reach our goal, it was necessary to go through the history of the teaching of mathematics and the first mathematics courses in Brazil, since the changes in the first degree and Brazilian society reflected in the surveyed institutions and courses in their curriculum structures. Considering the multiplicity of possible interpretations and investigator bias in responses sought, through the documents decided to consider as proposed questions, tried to compose a first story that presents the three courses together. Furthermore, this research is justified given the social, historical construction and preservation of the Bachelor's Degree in Mathematics for the metropolitan area of Belém. As result of this study, we consider the curricular changes in the courses studied in Bethlehem, were due to taxes government through educational legislation and positions taken by the institutions in relation to society of Pará. Still, none of the courses would distanced from their origins, each contributing in its own way to the development of mathematics education and teacher education in the state and the Amazon Region
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A formação matemática de professores primários na Escola Normal do Pará (1890-1910)
(Universidade Federal do Pará, 2022-09-01) PEREIRA, Marcos Fabrício Ferreira; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
The Normal School of Pará was for many years the most important educational institution in terms of teacher training in the state. In this sense, this research aimed to analyze the mathematics present in the textbooks and other educational writings contained in the EN collection, in the period between the years 1890 and 1910, in order to answer which mathematics can be identified in the EN collection between the years 1890 and 1910? For this, this historical research assumed a qualitative methodology, based on documentary sources and official documents such as government reports, messages and speeches; regulations and educational programs of the institution and, mainly, publications and educational manuals on arithmetic, algebra, geometry and drawing contained in the collection of the State Memory and Teaching Center de Pará "Prof. Licurgo Peixoto de Brito", place that houses the collection of the former EN, which were analyzed from the angle of the following conceptual categories: "History of educational institutions", "School culture", "History of school subjects", "The textbook as a source of historical information"and "Content analysis". Research has shown that, although not unanimous, the normal model appeared to be the best option for teacher training in the period, moreover, the teaching programs were based on publications widely distributed in elementary schools and normal schools. in Brazil, and in accordance with the ideal of primary teacher training in Pará, in the period studied.
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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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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.