Made available in DSpace on 2014-12-17T15:04:55Z (GMT). No. of bitstreams: 1 BeneditoFM_DISSERT.pdf: 1886939 bytes, checksum: 7257281dcb72705d85ca314d9330931e (MD5) Previous issue date: 2011-01-25 / In this work we are disagreeing with the possibility of production and of the use of video-class for the disciplines of history of mathematics by the teachers of elementary e middle school as a way to contribute to the development of their classes. Our goal is to provide to the mathematics teachers the option of connecting social, scientific, cognitive, and didactic aspects of topics in math thoughts to their students. That shall be based in the presence of mathematics in the history of humanity. Thus, we consider possible that teachers and their students can link and relate mathematics to other sciences, education culture, and reflect about the many ways of represent them, as well as the patters of organization of nature and of culture. In this way, they shall be able to observe and interpret situations that involve mathematical questions associated to the various means of historic-epistemological studies already done by other researchers and scholars in the field of history of mathematics who works in creating video-classes. In addition to that, we can use all the available media in order to give edifying dynamics to the mathematical formulations established throughout history. In this sense, we are based and focused on the objectives, which are sustained by educational computer technology, techniques for video making, as well as mathematical teaching proposals and the historical inquiring made by Mendes (2001, 2009a, 2009b). The validating experimentation allowed us to conclude that the techniques we used in the production of the history of mathematics video-classes proved they to be valid ones. They are able to be executed with the minimum of technological resources. In addition, they have the same efficacy as far as classroom use / Neste trabalho, discorremos sobre a possibilidade da produ??o e do uso de v?deo-aulas de hist?ria da matem?tica por professores do ensino Fundamental e M?dio como forma de contribuir para o desenvolvimento de suas aulas. Nosso objetivo ? dar a esses professores de matem?tica uma op??o de conectarem os aspectos sociais, cient?ficos, conceituais e did?ticos dos t?picos matem?ticos ensinados aos seus alunos, tomando como base a presen?a da matem?tica na hist?ria humana. Assim, consideramos poss?vel que os professores e seus alunos relacionem a matem?tica ?s outras ci?ncias, ? cultura e ? educa??o, e reflitam acerca das diversas formas de representa??es e padr?es de organiza??o da natureza e da cultura, habilitando-se a observar e interpretar situa??es que envolvam quest?es matem?ticas, associadas aos diversos meios de comunica??o e informa??o de nosso tempo. Para realizar nosso trabalho, buscamos alguns estudos hist?rico-epistemol?gicos j? realizados por outros pesquisadores em hist?ria da matem?tica com vistas ? elabora??o das v?deo-aulas. Al?m disso, utilizamos as mais variadas m?dias dispon?veis para dar uma din?mica construtiva ?s formula??es matem?ticas estabelecidas ao longo da hist?ria. Nesse sentido, Nos apoiamos nas diretrizes sustentadas pela inform?tica educativa, pelas t?cnicas de elabora??o de v?deo, bem como nas propostas de ensino de matem?tica por atividades e na investiga??o hist?rica defendida por Mendes (2001, 2009a, 2009b). A experimenta??o de valida??o permitiu-nos concluir que as t?cnicas utilizadas por n?s para a produ??o das v?deo-aulas de hist?ria da matem?tica mostraram-se v?lidas e poss?veis de serem executadas com um m?nimo de recurso tecnol?gico e que elas t?m efic?cia de uso em sala de aula