Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-06-28T19:52:06Z No. of bitstreams: 1 DIS_TAMIRES_XAVIER_SOARES_COMPLETO.pdf: 3907449 bytes, checksum: 757fffa06053cfc3925c4adb36e1e20f (MD5) / Made available in DSpace on 2016-06-28T19:52:06Z (GMT). No. of bitstreams: 1 DIS_TAMIRES_XAVIER_SOARES_COMPLETO.pdf: 3907449 bytes, checksum: 757fffa06053cfc3925c4adb36e1e20f (MD5) Previous issue date: 2016-01-15 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This research aims to understand the labor tensions generated from the Second World War between immigrants ?subjects of the Axis", employers and national workers in the city of Pelotas. For this we will use sources of labor proceedings of Justice of Pelotas and oral interviews with descendants of the workers involved in the actions. The research discusses how the war and class experiences have created labor tensions and the way that Labor Justice, the newly created dealt with equally new situations. Since the cases are heard amid the mobilization of war, in which labor laws are suspended and others are created. Thus, we focus our attention to examine the relationship between employer and foreign employees, domestic and foreign officials, the trial judges and the cunjuntura the moment, given by respondents. / Esta pesquisa tem como objetivo compreender as tens?es trabalhistas geradas a partir da Segunda Guerra Mundial entre imigrantes ?s?ditos do Eixo?, os empregadores e os trabalhadores nacionais, na cidade de Pelotas. Para isso utilizaremos como fontes os processos trabalhistas da Justi?a do Trabalho de Pelotas e entrevista orais com descendentes dos trabalhadores envolvidos nas a??es. O trabalho discute como a guerra e as experi?ncias de classe criaram tens?es trabalhistas e a forma que a rec?m-criada Justi?a do Trabalho lidou com situa??es igualmente novas. Visto que, os processos s?o julgados em meio a mobiliza??o de guerra, na qual leis do trabalho s?o suspensas e outras s?o criadas. Deste modo, focamos nosso olhar para examinar as rela??es entre empregador e funcion?rios estrangeiros, funcion?rios nacionais e estrangeiros, o julgamento dos magistrados e a cunjuntura do momento, apresentada pelos entrevistados.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-09-08T16:33:18Z No. of bitstreams: 1 DIS_RAFAEL_SARAIVA_LAPUENTE_COMPLETO.pdf: 5140914 bytes, checksum: 074c0deec84eb54f0519a97d0dfd94cc (MD5) / Made available in DSpace on 2016-09-08T16:33:18Z (GMT). No. of bitstreams: 1 DIS_RAFAEL_SARAIVA_LAPUENTE_COMPLETO.pdf: 5140914 bytes, checksum: 074c0deec84eb54f0519a97d0dfd94cc (MD5) Previous issue date: 2016-07-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This paper analyzes the Rio Grande do Sul state?s policies between 1934 and 1937, during the government of Flores da Cunha. Our research is based on two main foundations: 1. In the negotiations involving the pacification of Rio Grande?s policy, when this issue gained momentum during the 1934 elections, until the signing of the pact called modus vivendi; and 2. from the political erosion of governor Flores da Cunha base, which began in late 1936, until his resignation in 1937. We seek to know, through the political trends of the period (PRR, PL, PRL, Dissent Liberal, PRC, UDN, Liberation Action) and through the actors involved (Raul Pilla, Maur?cio Cardoso Flores da Cunha, Benjamin Vargas, Jo?o Neves da Fontoura, Antunes Maciel, Borges de Medeiros, Get?lio Vargas and others), how was the process that led from pacification to the definite rupture in the state's politics. For this we use a number of primary sources, especially newspapers and private collections telegrams, dealing with them according to content analysis, and also following authors who thought, theoretically and methodologically, the concept of Regional History. In addition, we put this work into the debates surrounding the nouvelle histoire politique by historiography in recent years. We developed our research through the analysis of documents of NUPERGS, CPDOC, Media Museum Hip?lito Jos? da Costa, DELFOS/PUCRS, Solar dos C?mara, Arquivo Radio Difus?o/UFRGS and Rio Grande do Sul?s historical archives. / Este trabalho analisa a pol?tica ga?cha, entre 1934 e 1937, durante o governo Flores da Cunha. A pesquisa se baseia em dois eixos: 1. nas negocia??es envolvendo a pacifica??o da pol?tica rio-grandense, quando o assunto ganha for?a durante as elei??es de 1934, at? a assinatura do pacto intitulado modus vivendi; e 2. a partir do processo de eros?o da base pol?tica do governador Flores da Cunha, iniciado em fins de 1936, que desembocou em sua ?ren?ncia-deposi??o?, em 1937. Procuramos conhecer, por meio das correntes e dissid?ncias pol?ticas do per?odo (PRR, PL, PRL, Dissid?ncia Liberal, PRC, UDN, A??o Libertadora), e dos atores envolvidos (Raul Pilla, Maur?cio Cardoso, Flores da Cunha, Benjamin Vargas, Jo?o Neves da Fontoura, Antunes Maciel, Borges de Medeiros, Get?lio Vargas, entre outros), como ocorreu o processo que levou a pol?tica ga?cha do acordo de ?pacifica??o? ocorrido por meio do modus vivendi at? o rompimento definitivo entre o governador Flores da Cunha, a oposi??o e parte de sua base partid?ria. Para isso, utilizamos uma s?rie de fontes prim?rias, sobretudo jornais impressos e telegramas de acervos particulares por meio da An?lise de Conte?do, consultando arquivos do NUPERGS, CPDOC, Museu de Comunica??o Social Hip?lito Jos? da Costa, DELFOS/PUCRS, Solar dos C?mara, Acervo R?dio Difus?o/UFRGS e Arquivo Hist?rico do Rio Grande do Sul. Nossa an?lise utilizou como marco autores que pensaram, te?rica e metodologicamente, o conceito de Hist?ria Regional. Al?m disso, inserimos este trabalho nos debates que envolveram a nouvelle histoire politique, pela historiografia nos ?ltimos anos.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-10-31T17:02:30Z No. of bitstreams: 1 DIS_AMANDA_ROSA_DE_BITTENCOURT_COMPLETO.pdf: 587480 bytes, checksum: affbb2693432dc4c4042e625295fef6b (MD5) / Made available in DSpace on 2016-10-31T17:02:30Z (GMT). No. of bitstreams: 1 DIS_AMANDA_ROSA_DE_BITTENCOURT_COMPLETO.pdf: 587480 bytes, checksum: affbb2693432dc4c4042e625295fef6b (MD5) Previous issue date: 2016-03-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Dora Ferreira da Silva, a poet from S?o Paulo, has a vast work: nine books published during her lifetime, three works published posthumously, in addition to her respected work as an essayist and translator. She received the Jabuti Award three times and one time the Machado de Assis Award, promoted by the Academia Brasileira de Letras. This research comes to revitalize the concept of the sacred and its developments in a corpus of nine poems of the poet, through the understanding of studies that aims the Theories of the Sacred, from Rudolf Otto, Mircea Eliade, Jacques Wunenburger and Joseph Campbell, the Theory of the Imaginary of Gilbert Durand and Gaston Bachelard, the Analytical Psychology of Carl Gustav Jung - which Dora was one of the translators -, and the Theories of Literature of Octavio Paz and Northop Frye. The literary work recreates the symbolism of sacred manifestations, giving them a new perspective related to the subject of the unconscious. This dissertation points to the fascination that the issues relating to the sacred creates within the poetic activity that links to the archetypal richness of ancient myths and their rites, and so for these artistic hierophanies establishes a dialogue with the unknowable and ineffable of the human experience. The writer herself says in an interview: "Giving the little that you have, be true to your inner voice, it is what is asked from poets in an attempt to meet this need of the gods". / Dora Ferreira da Silva, poeta paulista, possui uma vasta obra: nove livros publicados em vida, tr?s obras publicadas postumamente, al?m de seu respeitado trabalho como ensa?sta e tradutora. Ela recebeu o Pr?mio Jabuti tr?s vezes e uma vez o Pr?mio Machado de Assis, promovido pela Academia Brasileira de Letras. Esta pesquisa trata de revitalizar o conceito de sagrado e seus desdobramentos em um corpus de nove poemas da poeta, pela compreens?o dos estudos voltados ?s Teorias do Sagrado a partir de Rudolf Otto, Mircea Eliade, Jacques Wunenburger e Joseph Campbell, ?s Teorias do Imagin?rio de Gilbert Durand e Gaston Bachelard, ? Psicologia Anal?tica com Carl Gustav Jung ? o qual Dora foi uma das tradutoras ?, e ?s Teorias da Literatura com Octavio Paz e Northop Frye. A obra liter?ria recria o simbolismo das manifesta??es sagradas dando-lhes uma nova perspectiva relacionada ao inconsciente do sujeito. Esta disserta??o aponta para o fasc?nio que os temas relativos ao sagrado criam dentro da atividade po?tica que vincula-se ? riqueza arquet?pica dos antigos mitos e seus ritos, e assim, por estas hierofanias art?sticas, estabelece um di?logo com o incognosc?vel e o inef?vel da experi?ncia humana. A pr?pria escritora diz em uma entrevista: ?Dar o pouco que se tem, ser fiel ? sua voz interior, ? o que se pede aos poetas na tentativa de suprir essa car?ncia dos deuses.?

?rea de concentra??o: Pol?tica, cultura e sociedade. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-09-13T19:26:00Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) rochelle_foltram.pdf: 2142931 bytes, checksum: 548ed360ff0a9e0a81fd8dfa2aad23e9 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-09-18T16:49:21Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) rochelle_foltram.pdf: 2142931 bytes, checksum: 548ed360ff0a9e0a81fd8dfa2aad23e9 (MD5) / Made available in DSpace on 2017-09-18T16:49:21Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) rochelle_foltram.pdf: 2142931 bytes, checksum: 548ed360ff0a9e0a81fd8dfa2aad23e9 (MD5) Previous issue date: 2017 / A presente disserta??o pretendeu analisar as pol?ticas do Estado Brasileiro para as popula??es ind?genas durante a Ditadura Militar brasileira (1964-1985). Num primeiro momento, foram analisadas as pol?ticas de Estado para os ?ndios, desde o per?odo colonial at? as primeiras d?cadas do regime republicano, momento da cria??o do Servi?o de Prote??o ao ?ndio, primeiro ?rg?o estatal voltado para tratar das quest?es ind?genas. Posteriormente, procurou-se investigar o sistema de ideias e projetos que cercava as popula??es ind?genas durante o regime militar, refletindo sobre as raz?es que levaram a cria??o da Funda??o Nacional do ?ndio (1967) e dos reformat?rios agr?colas em v?rias partes do Brasil. Atrav?s da investiga??o de uma gama variada de documentos ? imprensa, relat?rios, legisla??es, depoimentos, fotografias ? foi poss?vel elucidar como o Estado pensava e agia em rela??o ?s popula??es ind?genas, tratadas, de modo gen?rico e preconceituoso, como brutas, selvagens, ignorantes, ociosas e despreparadas para o conv?vio social. A sa?da encontrada pelo Estado para solucionar o ?problema? da quest?o ind?gena, quase sempre, foi ? persegui??o, reclus?o, marginaliza??o e genoc?dio dessas popula??es. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Ci?ncias Humanas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The present dissertation aimed to analyze the policies of the Brazilian State for indigenous populations during the Brazilian Military Dictatorship (1964-1985). At first, we analyze the State policies for the indians, from the colonial period to the first decades of the republican regime, when the Servi?o de Prote??o ao ?ndio was created, the first state body to deal with indigenous issues. Subsequently, it was investigated the system of ideas and projects that surrounded the indigenous populations during the Military Regime, reflecting on the reasons that led to the creation of the Funda??o Nacional do ?ndio (1967) and the agricultural reformatories in various parts of Brazil. Through the investigation of a wide range of documents ? press, reports, legislation, testimonies, photographs ? it was possible to elucidate how the state thought and acted towards indigenous populations, treated in a generic and prejudiced way, as crude, savage, ignorant, Idle and unprepared for social interaction. The exit found by the State to solve the ?problem? of the indigenous question, almost always, was to the persecution, reclusion, marginalization and genocide of these populations.

Made available in DSpace on 2014-12-17T14:36:13Z (GMT). No. of bitstreams: 1 MariaARR_TESE.pdf: 2603692 bytes, checksum: 4a1ff25f034fabe0a128c24b4d583020 (MD5) Previous issue date: 2010-12-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present thesis is an analysis of Adrien-Marie Legendre s works on Number Theory, with a certain emphasis on his 1830 edition of Theory of Numbers. The role played by these works in their historical context and their influence on the development of Number Theory was investigated. A biographic study of Legendre (1752-1833) was undertaken, in which both his personal relations and his scientific productions were related to certain historical elements of the development of both his homeland, France, and the sciences in general, during the 18th and 19th centuries This study revealed notable characteristics of his personality, as well as his attitudes toward his mathematical contemporaries, especially with regard to his seemingly incessant quarrels with Gauss about the priority of various of their scientific discoveries. This is followed by a systematic study of Lagrange s work on Number Theory, including a comparative reading of certain topics, especially that of his renowned law of quadratic reciprocity, with texts of some of his contemporaries. In this way, the dynamics of the evolution of his thought in relation to his semantics, the organization of his demonstrations and his number theoretical discoveries was delimited. Finally, the impact of Legendre s work on Number Theory on the French mathematical community of the time was investigated. This investigation revealed that he not only made substantial contributions to this branch of Mathematics, but also inspired other mathematicians to advance this science even further. This indeed is a fitting legacy for his Theory of Numbers, the first modern text on Higher Arithmetic, on which he labored half his life, producing various editions. Nevertheless, Legendre also received many posthumous honors, including having his name perpetuated on the Trocad?ro face of the Eiffel Tower, which contains a list of 72 eminent scientists, and having a street and an alley in Paris named after him / Este trabalho teve por objetivo inventariar, sistematizar e avaliar as obras em Teoria dos N?meros do matem?tico franc?s Adrien-Marie Legendre (1752-1833), com certa ?nfase no seu livro Teoria dos N?meros, edi??o francesa de 1830, bem como realizar um estudo hist?rico da vida desse matem?tico. Para tanto, foi investigado o papel desempenhado por essas obras e sua influ?ncia no desenvolvimento da Teoria dos N?meros no contexto de sua ?poca. Uma leitura da vida de Adrien-Marie Legendre foi realizada por meio de suas rela??es pessoais e de suas produ??es cient?ficas e colocou em evid?ncia certos elementos hist?ricos do desenvolvimento de um povo, das ci?ncias e suas poss?veis consequ?ncias que nortearam a pr?pria evolu??o da sociedade francesa dos s?culos XVIII-XIX, e revelou caracter?sticas marcantes da personalidade de Legendre no meio matem?tico contempor?neo, como as infind?veis querelas com Gauss a respeito de prioridades de descobertas cient?ficas. Um estudo sistem?tico da obra Teoria dos N?meros (1830) num contexto hist?rico-social e a an?lise de certos conte?dos da obra comparados a alguns textos de outros autores nos permitiram compreender a evolu??o din?mica dos caminhos percorridos pelo autor, quanto ? sem?ntica, ? organiza??o das demonstra??es, ? estrutura l?gico-dedutiva que permearam suas descobertas matem?ticas em Teoria dos N?meros, a exemplo da sua famosa lei de reciprocidade. O impacto causado por suas obras em Teoria dos N?meros na comunidade matem?tica francesa da ?poca e as contribui??es do autor ? ci?ncia antes e depois da publica??o da obra revelou que Teoria dos N?meros, obra ? qual o autor consagrou mais da metade de sua vida no intuito de aperfei?o?-la, tornou not?ria a honra que lhe ? devida como o primeiro tratado de uma Aritm?tica superior que tanto inspirou a outros matem?ticos para o avan?o dessa ci?ncia no s?culo XX. Legendre recebeu homenagens p?stumas dos matem?ticos Beaumont, e Poisson, que inclusive discursou em seu funeral, e o seu nome se encontra perpetuado na face Trocad?ro da Torre Eiffel que cont?m uma lista de 72 ilustres cientistas e d? nome a uma passagem e a uma rua do 17? bairro da cidade de Paris

Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 JoseEF.pdf: 870746 bytes, checksum: 70f8089c95676b9d0001c69c68e086e8 (MD5) Previous issue date: 2006-07-21 / This Researchis about history education and is directed toward the understanding of teacher practices in schools of the basic education in Cear?-Mirim, a city located in the state of Rio Grande do Norte. Its purpose is to understand the approaching forms of local history in 5? to 8? grade classrooms in the light of the recent innovations in the fields of the historiografy and education. The study was done with a view of investigating local history is being taught by teachers, as well as reflecting on the necessary conditions to the accomplishment of a teaching whose know how to make possible to break, on the one hand, with the limits of the narrow `local view`, and, on the other hand, with the globalized view, negating the local particularitities and especifications. Such questions had emerged as the understanding of what local history contents can constitute in a significant component in the production of school historical knowledge in 5? to 8? grade classrooms. History education is analyzed, considering the depositions of three teachers of Cear?-Mirim in reagard to its historiography conceptions and history as a school subject. This inquiry is of a qualitative nature and had as a main strategy of data construction from the interviews with the teachers. The analysis indicates the permanence of teacher practices who, even though presenting innovations, bring an implicit value hierarchy where the place or thematic places are not contemplated in the school contents or appear overwhelmed by general history and the Brazilian history, configuring itself as a hierarchical relation to problematic historical ones. Thus the necessity of having historical school knowledge, that considers the local especifications, without, however, ignoring the articulations with other spatial dimensions / Pesquisa sobre o ensino de hist?ria voltada para a compreens?o da pr?tica docente em escolas do ensino fundamental do munic?pio de Cear?-Mirim, localizado no estado do Rio Grande do Norte. Tem como prop?sito entender as formas de abordagem da hist?ria local em turmas de 5? a 8? s?ries ? luz das recentes inova??es nos campos da historiografia e do ensino. O estudo foi conduzido tendo em vista investigar como a hist?ria local vem sendo ensinada pelos professores, bem como refletir sobre as condi??es necess?rias ? concretiza??o de um ensino cujo saber-fazer possibilite romper, por um lado, com os limites do estreito localismo, e, por outro, com a vis?o globalizante e negadora das particularidades e das especificidades do local. Tais quest?es emergiram da compreens?o de que os conte?dos da hist?ria local podem se constituir em componente significativo na produ??o do conhecimento hist?rico escolar em turmas de 5a a 8a s?ries. Analisa-se o ensino de hist?ria, considerando os depoimentos de tr?s professores de Cear?-Mirim no que diz respeito ?s suas concep??es de historiografia e de hist?ria enquanto disciplina escolar. A investiga??o ? de natureza qualitativa e teve como principal estrat?gia de constru??o dos dados as entrevistas com os professores. A an?lise indica a perman?ncia de pr?ticas docentes que, embora apresentando inova??es, trazem impl?cita uma hierarquia valorativa em que as tem?ticas locais ou n?o s?o contempladas nos conte?dos escolares ou aparecem subjugadas ? hist?ria geral e ? hist?ria do Brasil, configurando-se uma rela??o hier?rquica das problem?ticas hist?ricas. Ressalta-se, assim, a necessidade de um saber hist?rico escolar que considere as especificidades do local sem, no entanto, desconsiderar as articula??es com outras dimens?es espaciais

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-20T21:13:36Z No. of bitstreams: 1 CristianeBorgesAngelo_TESE.pdf: 968399 bytes, checksum: 804361dc0fb6d4f983f2dfc08388fc83 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-01-22T18:04:21Z (GMT) No. of bitstreams: 1 CristianeBorgesAngelo_TESE.pdf: 968399 bytes, checksum: 804361dc0fb6d4f983f2dfc08388fc83 (MD5) / Made available in DSpace on 2016-01-22T18:04:21Z (GMT). No. of bitstreams: 1 CristianeBorgesAngelo_TESE.pdf: 968399 bytes, checksum: 804361dc0fb6d4f983f2dfc08388fc83 (MD5) Previous issue date: 2014-08-15 / Essa pesquisa teve por objetivo geral analisar reflexivamente a produ??o acad?mica gerada nos programas de p?s-gradua??o stricto sensu do pa?s, produzidas no per?odo de 1990 a 2010, no campo da Hist?ria da Matem?tica, especificamente os trabalhos que versam sobre Hist?ria da Matem?tica no ensino de Matem?tica e que apresentam propostas did?ticas que utilizam a Hist?ria da Matem?tica com o intuito de ensinar Matem?tica. Defendemos a tese de que pesquisas em Educa??o Matem?tica com objetivos voltados ao uso de propostas did?ticas relacionadas ? Hist?ria da Matem?tica que levem em considera??o a coer?ncia entre aspectos epistemol?gicos inerentes ? Hist?ria da Matem?tica e elementos ontol?gicos materializados nas concep??es de Matem?tica, Hist?ria da Matem?tica e aprendizagem (impl?cita ou explicitamente expostos) podem originar significativa contribui??o para o campo da Hist?ria da Matem?tica no ensino. Foram catalogados e analisados quatorze trabalhos, dos quais nove eram disserta??es de mestrado e cinco teses de doutorado. A an?lise reflexiva foi realizada a partir de duas matrizes, uma de natureza te?rica e outra de natureza ontol?gica, elaboradas a partir dos pressupostos de Sanchez Gamboa, no que diz respeito ? an?lise epistemol?gica de produ??es acad?micas no campo da Educa??o e das seguintes perspectivas te?ricas no campo da Hist?ria na Educa??o Matem?tica: evolucionista linear, estrutural construtivista operat?ria, evolutiva descontinua, investiga??o hist?rica, sociocultural e jogo de vozes e ecos. Essas perspectivas foram fundamentadas nos trabalhos de Miguel e Miorim, Mendes, e Radford. Como resultados, detectamos algumas disson?ncias estabelecidas entre as categorias pertencentes ao n?vel te?rico e ao n?vel ontol?gico e a proposta did?tica apresentada nas pesquisas. Por outro lado, encontramos trabalhos que conseguem estabelecer conson?ncias entre os elementos te?ricos e ontol?gicos e a proposta did?tica apresentada. Esses trabalhos trazem contribui??es significativas para a ?rea da Hist?ria da Matem?tica no Ensino de Matem?tica, inclusive apresentando elementos te?ricos significativos para a produ??o do conhecimento reconhecido como cient?fico nessa ?rea / This research aims to make a reflective analysis about the academic production originated in the stricto sensu post graduation programs in the country, produced in the period of 1990 to 2010, in the field of History of Mathematics, especifically on works about the History of Mathematics in Mathematics education and that present pedagogical proposals that make use of the History of Mathematics in order to teach Mathematics. Defending the thesis that the researches on mathematics education with goals turned to the use of didactic proposals related to the history of mathematic that take in consideration the coherency between epistemological aspects inherent to mathematics history and anthological elements materialized on the conceptions of mathematics and mathematics history and of apprenticeship (implicitly or explicitly exposed) may originate significant contribution to the field of history of mathematics on education. Among these, nine were Master?s Degree dissertations and five PHD?s theses. The reflective analysis was accomplished from two matrixes; one from theoretical nature and the other, ontologic nature, elaborated from the pretexts of Sanches Gamboa, about the epistemological analysis from academic production in the field of Mathematics Education and the following theoretical perspectives in the field of History of Mathematics Education, that are: linear evolutionary theory, structural construtivist operative, evolutionary discontinuous, historical and socialcultural investigation and the use of activities estimulating the usage of verbal and nonverbal expressions. These perspectives were based on the works of Miguel and Miorim, Mendes and Radford. As results, we have detected some established dissonances between the categories related to theoretical and ontologic levels and the pedagogical proposal presented in these researches. On the other hand, we have discovered works that are able to establish consonances between the theoretical and ontological elements and the presented pedagogical proposal. These works carry significative contributions to the field of History of Mathematics applied to Mathematics pedagogical practice, inclusively presenting significative theoretical elements to the production of knowledge recognized as scientific in the Mathematics field

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 2016-05-10T21:45:31Z No. of bitstreams: 1 TerciaMariaSouzaDeMouraMarques_DISSERT.pdf: 1381223 bytes, checksum: 7ac34092bdea92ede1ca84edfbc99ab8 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-13T23:58:33Z (GMT) No. of bitstreams: 1 TerciaMariaSouzaDeMouraMarques_DISSERT.pdf: 1381223 bytes, checksum: 7ac34092bdea92ede1ca84edfbc99ab8 (MD5) / Made available in DSpace on 2016-05-13T23:58:33Z (GMT). No. of bitstreams: 1 TerciaMariaSouzaDeMouraMarques_DISSERT.pdf: 1381223 bytes, checksum: 7ac34092bdea92ede1ca84edfbc99ab8 (MD5) Previous issue date: 2015-05-15 / Os livros, a forma??o escolar e as bibliotecas, pelo fato de se harmonizarem, nos seus meios e nos seus des?gnios, expandem-se para as pol?ticas institucionais e para a hist?ria da educa??o e a hist?ria do livro. O livro impresso, enquanto objeto cultural, ? a manifesta??o de muitas hist?rias como, por exemplo, a hist?ria do livro universit?rio que ora escrevemos. No rigor da pesquisa e da escrita hist?rica, delimitamos como corpus documental: cat?logos de fichas, livros de tombo, curriculum vitae, narrativas de bibliotec?rias, relat?rios, resolu??es. O trabalho de disserta??o concernente ? tem?tica literatura escolar e pedag?gica e ? forma??o de pedagogos e educadores no curso de Pedagogia da Universidade Federal do Rio Grande do Norte e ao objeto de estudos - os livros universit?rios enquanto literatura escolar e pedag?gica, em suas edi??es impressas no per?odo de 1959 a 1980 - levou-nos a definir, como objetivo, a reflex?o acerca das inter-rela??es entre o livro universit?rio das Ci?ncias da Educa??o e as pol?ticas institucionais, estabelecidas pelo Minist?rio da Educa??o e Cultura e aquela institui??o universit?ria. As orienta??es te?rico-metodol?gicas dos historiadores e historiadores da educa??o, como Robert Danton, Alan Choppin e Circe Bittencourt permitiram compreender a hist?ria do livro em geral e do livro universit?rio das Ci?ncias da Educa??o enquanto literatura escolar e pedag?gica, ao mesmo tempo que subentendem a reconstitui??o da media??o de editores, autores, livreiros, institui??es p?blicas e entidades privadas. A hist?ria do livro universit?rio das Ci?ncias da Educa??o, em suas nomea??es de Educa??o, Pedagogia, Did?tica e em suas outras nomea??es diversamente de t?tulos, formadores de professores e educadores ? produto e integra o sistema cultural da na??o brasileira e de uma produ??o editorial nacional e internacional. / Books, school education and libraries, because harmonize, in their means and in their endeavour, expand themselves to the institutional policies and the history of education and history of the book. The printed book, as a cultural object, is the manifestation of many stories, for example, the history of the university book we now write. The accuracy of historical writing and research, delimited as documentary corpus: card catalogues, tumble books, curriculum vitae, librarians narratives, reports, resolutions. The dissertation work concerning the thematic school and pedagogical literature and training of teachers and educators in the Faculty of Education of the Federal University of Rio Grande do Norte and the subject of study - university books as educational and pedagogical literature, in its printed editions in the period from 1959 to 1980 - has led us to define, as objective, to reflection on the interrelations between the university book of Educational Sciences and institutional policies, established by the Ministry of Education and Culture and that university institution. The theoretical and methodological guidance of historians and historians of education, as Robert Danton, Alan Choppin and Circe Bittencourt allowed us to understand the history of the book in general and the university book of Educational Sciences as school and pedagogical literature, while imply reconstitution the mediation of publishers, authors, booksellers, public institutions and private entities. The history of the university book of Educational Sciences, in its appointments of Education, Pedagogy, Didactic and his other appointments unlike titles, teacher trainers and educators is a product and part of the cultural system of the Brazilian nation and a national and international editorial production.

Made available in DSpace on 2014-12-17T15:05:02Z (GMT). No. of bitstreams: 1 AnaPPNS_DISSERT.pdf: 1944801 bytes, checksum: f5fc6e6c19f0d79eea29adb6c0b36b1e (MD5) Previous issue date: 2013-07-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Esta disserta??o teve como objetivo discutir a import?ncia do uso de fontes hist?ricas em uma abordagem interdisciplinar para uso em sala de aula. Essa abordagem interdisciplinar de conhecimento que nos propomos fazer envolveu no??es de trigonometria, astronomia b?sica e as hist?rias desses campos, a filosofia natural, a Educa??o Matem?tica e a leitura e an?lise de textos antigos. A fonte hist?rica trabalhada aqui foi o Almagesto, de Ptolomeu, especificamente os cap?tulos 10 e 11 do Livro I. Os cap?tulos referidos tratam da constru??o da tabela de cordas que ser? a base para o mapeamento dos c?us feito por Ptolomeu nos 12 livros seguintes que comp?em o Almagesto. Procurou-se compreender a constru??o da tabela de cordas, de Ptolomeu analisando n?o s? a produ??o matem?tica em si, mas tamb?m o contexto hist?rico, filos?fico e as principais caracter?sticas astron?micas presentes na obra. Ao final foi elaborado um caderno de atividades voltado para professores formados e/ou em forma??o, para que esses profissionais possam se sentir motivados a utilizar a Hist?ria da Matem?tica como ferramenta pedag?gica de ensino e aprendizagem matem?tica