Orientador: Maria Cristina Menezes / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-16T12:48:46Z (GMT). No. of bitstreams: 1 Meloni_ReginaldoAlberto_D.pdf: 4162853 bytes, checksum: 051b3ce05c1d176d8a7b26356b1390c2 (MD5) Previous issue date: 2010 / Resumo: A tese trata do início do ensino das ciências Física e Química na educação secundária no Brasil, tendo como objeto de estudo o Colégio Culto à Ciência de Campinas. O período analisado compreende os anos entre 1873 e 1910 que é quando ocorreu uma maior valorização destes saberes em relação à educação predominantemente humanística que se praticava. Esta investigação insere-se no campo da História Cultural, e trabalha com conceitos como, "apropriação", "representação coletiva", "cultura escolar" e "cultura material" e, com isto, procura entender os nexos deste processo de transformação da educação com o contexto sócio/cultural do período. O texto está estruturado em quatro capítulos: o primeiro analisa a recepção e a circulação no Brasil das idéias relativas à valorização da educação em ciências e a disputa entre os que valorizavam estes conhecimentos e os que defendiam uma educação essencialmente humanística. O segundo capítulo aborda a forma como esta discussão aconteceu no Brasil e, neste sentido, a principal questão estudada foi o debate que ocorreu quando da elaboração dos Regulamentos dos Gymnasios de São Paulo: o da Capital e o de Campinas. O acompanhamento deste processo possibilitou entender tanto a forma como foi normatizada a educação em ciências, como alguns aspectos relativos às contradições entre as forças políticas que atuavam na sociedade paulista. O terceiro capítulo investigou a estruturação da escola de Campinas para o ensino das ciências. Primeiro constatou-se que, no final dos oitocentos, foi destinada muita atenção a este tema. Neste período foi construído no Colégio Culto à Ciência um espaço próprio para as ciências com gabinete, laboratório e museu, para o ensino da Física, da Química e da História Natural, respectivamente. Além disso, verificou-se que estes espaços receberam o que havia de melhor em termos de materiais pedagógicos, sendo que a maior parte deles era importada de fabricantes franceses e alemães. Este acervo, que ainda hoje encontra-se na escola, foi identificado e catalogado para o desenvolvimento desta pesquisa. Finalmente, o último capítulo tratou do uso deste material escolar. A partir de pistas e vestígios da prática pedagógica foi possível fazer uma maior aproximação do que era o ensino das ciências naquele período. / Abstract: The thesis is about the beginning of Physics and Chemistry in the secondary educational system in Brazil and the aim of this study is ""The Colégio Culto à Ciência" from Campinas. The period between years 1873 and 1910 is analyzed, which a greater valuation of sciences occurred in relation to the predominantly humanistic education practiced by that time. The inquiry goes through Cultural History and tries to understand the nexus with the context of the period. First chapter analyzes the reception and the circulation of the ideas related to the education of sciences in Brazil and investigates the dispute between that those who valued such knowledge and the ones who defended an essentially humanistic education. Second chapter approaches the involved debates in the dispute and, in this direction, the main issue studied was the discussion occurred during the elaboration of the Gymnasios Regulations of São Paulo. Third chapter investigated the structure process of sciences education in the schools of Campinas, focusing the construction of specific spaces for the education of Physics, Chemistry and Natural History and the acquisition of French and German pedagogical materials, imported for that purpose. The assets of the educational instruments that are still in the school was identified and catalogued for the development of this research. Finally, the last chapter is about the use of this school material. From traces and vestiges of pedagogical practice, it was possible to get a closer idea of what was the education of sciences at that period. / Doutorado / Historia, Filosofia e Educação / Doutor em Educação

This thesis explores the disciplinary relationship between natural philosophy (the study of nature or body) and theology (the study of the divine) in seventeenth-century England. Early modern disciplines had two essential functions. First, they set the rules and boundaries of argument – knowledge was therefore legitimised and made intelligible within disciplinary contexts. And second, disciplines structured pedagogy, parcelling knowledge so it could be studied and taught. This dual role meant disciplines were epistemic and social structures. They were composed of various elements, and consequently, they related to one another in a variety of complex ways. As such, the contestability of early modern knowledge was reflected in contestability of disciplines – their content and boundaries. Francis Bacon, Thomas White, Henry More and John Locke are the focus of the four chapters respectively, with Joseph Glanvill, Thomas Hobbes, other Cambridge divines, and a variety of medieval scholastic authors providing context, comparison and reinforcement. These case studies offer a cross-section of seventeenth-century thought and belief; they embody different professional and institutional interests, and represent an array of philosophical, theological and religious positions. Nevertheless, each of them, in different ways, and to different effect, put the relationship between natural philosophy and theology at the heart of their intellectual endeavours. Together, they demonstrate that, in seventeenth-century England, natural philosophy and theology were in flux, and that their disciplinary relationship was complex, entailing degrees of overlap and alienation. Primarily, natural philosophy and theology investigated the nature and constitution of the world, and, together, determined the relationship between its constituent parts – natural and divine. However, they also reflected the scope of man’s cognitive faculties, establishing which bits of the world were knowable, and outlining the grounds for, and appropriate degrees of, certainty and belief. Thus, both disciplines, and their relationship with one another, contributed to broad discussions about, truth, certainty and opinion. This, in turn, established normative guidelines. To some extent, the rightness or wrongness of belief and behaviour was determined by particular definitions of, and relationship between, natural philosophy and theology. Consequently, man’s place in the world – his relationship with nature, God and his fellow man – was triangulated through these disciplines.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-05T11:22:34Z No. of bitstreams: 1 marcosribeiroraad.pdf: 5949751 bytes, checksum: e73690c146e95040449c3d7e0593ab74 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:23:53Z (GMT) No. of bitstreams: 1 marcosribeiroraad.pdf: 5949751 bytes, checksum: e73690c146e95040449c3d7e0593ab74 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:24:02Z (GMT) No. of bitstreams: 1 marcosribeiroraad.pdf: 5949751 bytes, checksum: e73690c146e95040449c3d7e0593ab74 (MD5) / Made available in DSpace on 2016-07-13T16:24:02Z (GMT). No. of bitstreams: 1 marcosribeiroraad.pdf: 5949751 bytes, checksum: e73690c146e95040449c3d7e0593ab74 (MD5) Previous issue date: 2012-05-17 / O presente trabalho tem como objetivo o estudo histórico sobre o ensino da disciplina Cálculo Diferencial e Integral na Universidade Federal de Juiz de Fora (UFJF) durante as décadas de 1970 e 1980 com a intenção de identificar traços, vestígios da cultura desse ensino. Dessa forma, a questão norteadora foi: como se caracteriza a cultura do ensino de Cálculo Diferencial e Integral nas décadas de 1970 e 1980? O estudo aqui proposto, ao investigar historicamente os processos de ensino e aprendizagem da Matemática, naturalmente se insere no campo de pesquisa da história da educação matemática com um suporte teórico-metodológico proveniente da História da Educação entendida como especificidade da História. As fontes analisadas foram as notas de aula de um professor de Cálculo do Departamento de Matemática da UFJF do século passado, o caderno de Cálculo de um aluno do referido professor, as atas departamentais, livros texto de Cálculo do período em questão; além de entrevista com o docente autor das notas. As conclusões do estudo delineado apontam para a identificação de elementos da cultura de ensino de Cálculo como: o rigor, os pré-requisitos, a reprovação, as aplicações da matemática, a ênfase no treinamento e a seqüência de ensino função-limite-derivada-integral. / The present work aims to study the teaching of history on Differential and Integral Calculus course at the Federal University of Juiz de Fora (UFJF) during the 1970s and 1980s with the intention of identifying traces, vestiges of the culture of teaching. Thus, the question was: how to characterize the culture of teaching of differential and integral calculus in the 1970s and 1980s? The study proposed here, by taking the history of teaching and learning of mathematics, of course fits into the search field of the history of mathematics education with a theoretical-methodological support from the History of Education understood as specificity of history. The sources were the lecture notes of a professor of the Department of Mathematics Calculus UFJF of the last century, the contract of a Calculus student of that teacher, the departmental proceedings, textbooks Calculation of the period in question, in addition to interview with the faculty author of the notes. The findings outlined point to identify elements of culture as Calculation education: rigor, the prerequisites, the disapproval, the applications of mathematics, the emphasis on training and the sequence teaching function-limit-derivative-integral.