Made available in DSpace on 2014-12-17T14:36:00Z (GMT). No. of bitstreams: 1 LilianeSG_Capa_ate_pag150.pdf: 4447730 bytes, checksum: c5e77e65c95a8f09b295c2c39aca3f91 (MD5) Previous issue date: 2008-12-15 / This work aims to describe and analyze the process of the mathematics teacher modernizing in Rio Grande do Norte, in the period from 1950 to 1980. For that, we use as theoretical foundation assumptions of Cultural History and memories of the researchers Maurice Halbwach, Ecl?a Bosi and Paul Thompson. As methodological tools, we used bibliographical resources and semi-structured interviews, in order to do a historical reconstruct of the mathematics educational scene of institutions and people who taught mathematics in Rio Grande do Norte, or those who participated in the modernization of the teaching of this subject, recovering their training and its practices in teaching. For the analysis of the bibliographical resources, initially we organized in a systematic way the transcripts of the interviews and documents, which were accumulated during the research, so long our thoughts, returning to the theoretical basis of this research, through questioning of knowledge acquired and that guided the problem of our study. The analysis showed that, important moments to modernize the teaching of mathematics in Rio Grande do Norte happened such: (1) Training Course of Lay Teachers in Rio Grande do Norte, in 1965, (2) Course for Teachers in Normal Schools, in 1971 (3) Satelite Project on Interdisciplinary Advanced Communications (SPIAC) in 1973; (4) Lectures of the teacher Malba Tahan, at Natal, from the end of the 50 s, that could be analyzed through the lessons notes of the teacher Maria Nalva Xavier de Albuquerque and the narrative of teacher Evaldo Rodrigues de Carvalho and (5) Courses of the Campaign for Improvement of Secondary Education and Broadcasting (CISEB). Thereby, the modernization of the school s mathematics teaching in Rio Grande do Norte, in the period from 1950 to 1980, was given mainly by disclosure of the Discovery Method and by the Set Theory contents in Teacher Training Courses / O presente estudo busca descrever e analisar o processo de moderniza??o do ensino da Matem?tica no Rio Grande do Norte, no per?odo de 1950 a 1980. Para tanto, buscamos respaldo em pressupostos te?ricos da Hist?ria Cultural e de estudiosos da mem?ria como Maurice Halbwach, Ecl?a Bosi e Paul Thompson. Como instrumentos metodol?gicos, utilizamos a pesquisa de fontes bibliogr?ficas e a entrevista semi-estruturada, a fim de reconstituir historicamente o cen?rio educacional matem?tico, de institui??es e de pessoas que ensinaram Matem?tica no RN, ou daqueles que participaram da moderniza??o do ensino dessa disciplina, recuperando sua forma??o e suas pr?ticas no ato de ensinar. Para a an?lise das fontes, inicialmente organizamos de forma sistem?tica as transcri??es das entrevistas e os documentos, que foram sendo acumulados no decorrer da pesquisa, de modo que prolongamos nossas reflex?es, retornando aos fundamentos te?ricos do trabalho, por meio de questionamentos dos saberes adquiridos e dos que nortearam a problem?tica do nosso estudo. A an?lise revelou que os momentos significativos para a moderniza??o do ensino da Matem?tica no RN aconteceu por meio de: (1) o Curso de Treinamento de Professores Leigos no Rio Grande do Norte, em 1965; (2) o Curso para Professores da Escola Normal, em 1971; (3) o Projeto Sat?lite Avan?ado em Comunica??es Interdisciplinares (SACI), em 1973; (4) as aulas do professor Malba Tahan, em Natal, a partir do final da d?cada de 1950, que puderam ser analisadas por meio do caderno de aulas da professora Maria Nalva Xavier de Albuquerque e pela narrativa do professor Evaldo Rodrigues de Carvalho e (5) os cursos da Campanha de Aperfei?oamento e Difus?o do Ensino Secund?rio (CADES). Assim, a moderniza??o do ensino de Matem?tica nas escolas do Rio Grande do Norte, no per?odo de 1950 a 1980, se deu principalmente pela divulga??o do M?todo da Descoberta e do conte?do Teoria dos Conjuntos em Cursos de Treinamento para professores

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.