Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-09T19:09:03Z No. of bitstreams: 1 FranciscoDjnnathanDaSilvaGoncalves_DISSERT.pdf: 1286661 bytes, checksum: 81c0bed78c26ee994e66c081779a8efc (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-09T21:38:10Z (GMT) No. of bitstreams: 1 FranciscoDjnnathanDaSilvaGoncalves_DISSERT.pdf: 1286661 bytes, checksum: 81c0bed78c26ee994e66c081779a8efc (MD5) / Made available in DSpace on 2016-05-09T21:38:10Z (GMT). No. of bitstreams: 1 FranciscoDjnnathanDaSilvaGoncalves_DISSERT.pdf: 1286661 bytes, checksum: 81c0bed78c26ee994e66c081779a8efc (MD5) Previous issue date: 2015-02-26 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Esta disserta??o ? parte resultante de uma pesquisa mais ampla que tem como objeto de estudo as disserta??es e teses defendidas no Brasil, em Programas de P?s-gradua??o das ?reas de Educa??o, Educa??o Matem?tica, Ensino de Ci?ncias Naturais e Matem?tica e ?reas afins, entre 1990 a 2010, que tinham como ?rea focal de pesquisa a Hist?ria da Matem?tica e Hist?ria da Educa??o. De acordo com nossa finalidade, tomamos como recorte de estudo, as pesquisas relacionadas ? Hist?ria da Educa??o Matem?tica, presentes nas duas ?reas mencionadas anteriormente. Nesse sentido, nosso objetivo geral foi analisar de que modo ?s disserta??es e teses sobre Hist?ria da Educa??o Matem?tica produzidas entre 1990 e 2010 podem contribuir para as a??es did?ticas dos professores que ensinam matem?tica na Educa??o B?sica. Foi, ent?o, nesse contexto interrogativo que elegemos quatro objetivos espec?ficos: 1) Verificar os tipos de abordagens metodol?gicas contempladas nessas pesquisas; 2) Identificar as produ??es (das disserta??es e teses) que podem contribuir na elabora??o de abordagens did?ticas para o ensino da matem?tica na Educa??o B?sica, pelos professores; 3) Listar poss?veis conte?dos de matem?tica da Educa?ao B?sica que podem ser abordados pedagogicamente a partir das informa??es presentes nas disserta??es e teses pesquisadas; 4) apontar sugest?es did?ticas de uso das disserta??es e teses identificadas. A partir de uma pesquisa mais ampla, relatada por Mendes (2014), e com base em um levantamento das disserta??es e teses defendidas na ?rea da Hist?ria da Educa??o Matem?tica, dispon?veis no banco de teses da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES), bem como nas bibliotecas digitais dos Programas de P?s-Gradua??o em stricto sensu do pa?s, verificamos os tipos de abordagens que emergiam dessas produ??es, tomando como norteadores os trabalho de Sad (2005) e Mendes (2014) para organizar nossos crit?rios de identifica??o e classifica??o das disserta??es e teses, de modo a destacar possibilidades de uso did?tico desses trabalhos pelos professores que ensinam matem?tica na Educa??o B?sica. Os resultados da pesquisa mostraram a exist?ncia de um grupo de disserta??es e teses na ?rea de Hist?ria da Educa??o Matem?tica que possuem potencial did?tico e conceitual para uso na forma??o inicial e continuada de professores que ensinam matem?tica, bem como na a??o docente na Educa??o B?sica. Todavia, ficou evidente que tais contribui??es n?o est?o expl?citas, uma vez que n?o est? mencinado que essa era a inten??o das pesqusias investigadas. Cabe, entretanto, aos interessados um pouco mais de estudo e adapta??o do material produzido, para que possa usar essas informa??es em sala de aula. / This dissertation of Master Science degree is part final result from many research which has as purpose of study thedissertations and theses defended in Brazil, in graduate programs in the areas of education, mathematics education, teach of natural sciences and mathematics and related areas, between 1990 to 2010, which were main area of research the history of mathematics and the history of education. According to our purpose, we take as the study part research related to the history of mathematics education, present in the two areas mentioned earlier. In this direction, in general objective was to analyze how to production in this area, during the period described, can contribute to the educational actions of teachers who teach mathematics in basic education. In this way, check the types of methodological approaches included, in a didactic wrong for teaching mathematics at the basic level and the list of possible mathematical content present on these dissertations and theses analyzed. So, from the study conducted by Mendes in the year 2014, on the productions in the area defended history of mathematics education, available at the Bank of data in Brazil the Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES), as well as in the digital libraries of the graduate programs in the country in the strict sense, we organize the criteria for identification and classification of the material. We emphasize the important contribution in Brazil of the annals of the first 10 National Meetings of Education Mathematics (ENEM) it correlated and structured information about the consolidation of the research field of mathematics education, specifically, the area which the contents of this dissertation appropriated. With this, the results showed the existence of a group of dissertations and theses that have didactic and conceptual potential for use in initial and continuing training of teachers of mathematical discipline. It was evident that such contributions are not explicit, since it is not mentioned that this was the intention of the research investigated. It is however, those interested a little more study and adaptation of the material produced, so you can use this information in the classroom.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-27T12:56:02Z No. of bitstreams: 1 RafaelJoseAlvesDoRegoBarros_TESE.pdf: 2689565 bytes, checksum: 3a94a6c7cf716f501f982b5d7837da4b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-31T11:36:30Z (GMT) No. of bitstreams: 1 RafaelJoseAlvesDoRegoBarros_TESE.pdf: 2689565 bytes, checksum: 3a94a6c7cf716f501f982b5d7837da4b (MD5) / Made available in DSpace on 2017-01-31T11:36:30Z (GMT). No. of bitstreams: 1 RafaelJoseAlvesDoRegoBarros_TESE.pdf: 2689565 bytes, checksum: 3a94a6c7cf716f501f982b5d7837da4b (MD5) Previous issue date: 2016-07-29 / O presente trabalho originou-se do projeto de pesquisa Cartografias da Produ??o em Hist?ria da Matem?tica no Brasil: um estudo centrado nas disserta??es e teses defendidas entre 1990 e 2010, com o objetivo geral de investigar os potenciais did?ticos das Pesquisas em Hist?ria e Epistemologia da Matem?tica produzidas nas disserta??es e teses, nos programas de p?s-gradua??o do Brasil neste per?odo, sugerindo encaminhamentos did?ticos para o ensino de conte?dos matem?ticos do Ensino M?dio. Inicialmente, descrevemos os artigos de Hist?ria e Epistemologia da Matem?tica publicados no Encontro Nacional de Educa??o Matem?tica ? ENEM, no per?odo de 1987 a 2010. Em seguida, classificamos os artigos da Revista Brasileira de Hist?ria da Matem?tica, segundo as tend?ncias em Hist?ria da Matem?tica, de acordo com Mendes (2010, 2014), e caracterizamos cada artigo de Hist?ria e Epistemologia da Matem?tica publicados no per?odo de 2001 a 2012. Descrevemos as disserta??es e teses produzidas nos Programas de P?s-Gradua??o do Brasil em Hist?ria e Epistemologia da Matem?tica no per?odo de 1990 a 2010, encontradas nas bibliotecas virtuais, e analisamos cada trabalho publicado neste per?odo, verificando quais temas matem?ticos s?o abordados e apontando os potenciais did?ticos para o Ensino M?dio. Para que nossa pesquisa se desenvolvesse, elaboramos nossa Matriz Paradigm?tica, com base nas ideias de S?nchez Gamboa (2012), e utilizamos como objeto de estudo quarenta e sete disserta??es e teses no per?odo entre 1990 e 2010. Entre elas, encontramos trinta disserta??es e teses que envolvem conte?dos do Ensino Superior, dezenove disserta??es e onze teses e dezessete trabalhos que envolvem conte?dos do Ensino M?dio, dez disserta??es e sete teses. Para identificar se uma disserta??o ou tese abordava conte?dos do Ensino M?dio, usamos como par?metro as ?reas de conhecimentos do Exame Nacional do Ensino M?dio, ENEM, e, para classificar os conte?dos de Ensino Superior, tomamos como refer?ncia as grandes ?reas da matem?tica encontradas no site da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior ? CAPES. Defendemos a tese de que existem Disserta??es e Teses de Hist?ria e Epistemologia da Matem?tica produzidas nos programas de p?s-gradua??o do Brasil entre 1990 e 2010, com potencialidades did?ticas para o Ensino M?dio, que podem ser utilizados para abordar conceitos matem?ticos na Educa??o B?sica a partir de uma reorganiza??o pedag?gica adequada ao Ensino M?dio. E tentamos mostrar a abund?ncia de material que consta nestes trabalhos, que podem, de alguma forma, ser inseridos na nossa pr?tica docente, focalizando aqueles trabalhos que abordam conte?dos do Ensino M?dio, pois, muitas vezes, essas disserta??es e teses, depois de defendidas, pouco s?o utilizadas e s?o esquecidas nas bibliotecas. Essa tese servir? para a dissemina??o destas publica??es para um p?blico maior, no sentido de possibilitar uma divulga??o dos conte?dos matem?ticos que podem ser explorados para abordar conceitos matem?ticos na Educa??o B?sica. / This work originated from the Cartografias research project Production in History of Mathematics in Brazil: a study focused on dissertations and theses between 1990 and 2010, with the overall goal of investigating the educational potential of Research in History and Epistemology of Mathematics produced in dissertations and theses in Brazil graduate programs in this period, suggesting learning referrals for teaching mathematical content of high school. Initially, we describe the History and Epistemology of Mathematics articles published in Mathematics Education National Meeting - ENEM, from 1987 to 2010. Then classify the articles of the Journal of History of Mathematics, according to the trends in the history of mathematics, according to Mendes (2010, 2014), and each feature History and Epistemology of Mathematics article published from 2001 to 2012. we describe the dissertations and theses produced in Brazil Graduate Program in History and Epistemology of Mathematics in the period 1990-2010, found in the virtual libraries, and analyze each published over this period, which mathematical topics are addressed and pointing to the potential for teaching high school. For our research to develop, we make our Paradigmatic Matrix, based on S?nchez Gamboa ideas (2012), and used as an object of study forty-seven dissertations and theses in the period between 1990 and 2010. Among them, we find thirty dissertations and theses involving content of higher education, nineteen dissertations and theses eleven and seventeen jobs involving high school content ten dissertations and theses seven. To identify whether a dissertation or thesis addressed high school content, used as a parameter the areas of expertise of the National Examination of high school, ESMS, and to classify the higher education content, we take as reference the major areas of mathematics found at of Higher Education Personnel Improvement Coordination - CAPES. We defend the thesis that there are History Dissertations and Theses and Epistemology of Mathematics produced in graduate programs in Brazil between 1990 and 2010, with didactic potential for secondary education, which can be used to address mathematical concepts in basic education from adequate pedagogical reorganization to high school. And we try to show the wealth of material contained in these works, which may somehow be inserted into our teaching practice, focusing on those works that address high school content, because often these dissertations and theses, after advocated, they are little used and forgotten in libraries. This thesis will serve to disseminate these publications to a wider audience, to enable dissemination of mathematical content that can be explored to address mathematical concepts in basic education.