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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Logaritmos: sua hist?ria, interdisciplinaridade, contextualiza??o e sugest?es did?ticas para o seu ensino Logarithms: its history, interdisciplinarity, contextualization and teaching suggestions for your education

LEIT?O, Fluvio Alves 29 August 2014 (has links)
Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-07-27T19:23:28Z No. of bitstreams: 1 2014 - Fluvio Alves Leit?o.pdf: 2633717 bytes, checksum: 35b31b7d26936645dccac0c2062ff163 (MD5) Made available in DSpace on 2017-07-27T19:23:28Z (GMT). No. of bitstreams: 1 2014 - Fluvio Alves Leit?o.pdf: 2633717 bytes, checksum: 35b31b7d26936645dccac0c2062ff163 (MD5) Previous issue date: 2014-08-29 CAPES This work was done in order to reorient the math teacher in expanding its didactic approach to teaching logarithms in the classroom. The aim of this study is to investigate the interdisciplinary content of the logarithm, to serve as a motivation for learning in a high school class. Literature search was undertaken to produce this work indicates the possibility of the presentation of logarithms of contextualized and interdisciplinary way. Using some facts from the history of mathematics teacher can give the student more sense to this content and applications. In this regard, we point out some practical applications of logarithms in the study of natural phenomena such as earthquakes, and the use of logarithms for the calculation of pH and applications in acoustics. Some suggestions of activities, in which some were applied to two groups of high school (NEJA), teaching young people and adults, the West Zone of the City of Rio de Janeiro are cited. First, we apply an initial questionnaire before the activities by assessing the students' prior knowledge about the facts of the history of mathematics and the relationship of mathematics and other sciences. At the end of the implementation of activities, we apply a final questionnaire assessing whether or not the activities motivated students in pursuit of knowledge. At the end we report the experience and opinions of students. Esse trabalho foi realizado com a finalidade de reorientar o professor de matem?tica na amplia??o de sua abordagem did?tica no ensino de logaritmos em sala de aula. O objetivo desse trabalho ? investigar a interdisciplinaridade do conte?do logaritmo, para que sirva de motiva??o para o aprendizado em uma turma de ensino m?dio. A pesquisa bibliogr?fica realizada para a produ??o deste trabalho apontou a possibilidade da apresenta??o de logaritmos de forma contextualizada e interdisciplinar. Utilizando alguns fatos da Hist?ria da Matem?tica, o professor pode dar ao aluno mais sentido a este conte?do e suas aplica??es. A esse respeito, destacamos algumas aplica??es pr?ticas de logaritmos em estudo de fen?menos naturais como terremotos, al?m do uso de logaritmos para o c?lculo de pH e aplica??es na ac?stica. S?o citadas algumas sugest?es de atividades, nas quais algumas foram aplicadas em duas turmas de ensino m?dio (NEJA), ensino de jovens e adultos, da Zona Oeste do Munic?pio do Rio de Janeiro. Primeiro, aplicamos um question?rio inicial antes das atividades, avaliando o conhecimento pr?vio dos alunos sobre os fatos da hist?ria da matem?tica e a rela??o da matem?tica com outras ci?ncias. Ao t?rmino da aplica??o das atividades, aplicamos um question?rio final, avaliando se as atividades motivaram ou n?o os alunos na busca do conhecimento. Ao final, relatamos a experi?ncia e as opini?es dos alunos.
2

O ensino dos logaritmos tendo como eixo norteador a historia

GOUV?A, Diuliano Azeredo 17 July 2013 (has links)
Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-10-16T18:31:56Z No. of bitstreams: 1 2013 - Diuliano Azeredo Gouv?a.pdf: 3074684 bytes, checksum: 1637a9c9273f537aed4b0b6fadefe6f8 (MD5) Made available in DSpace on 2018-10-16T18:31:56Z (GMT). No. of bitstreams: 1 2013 - Diuliano Azeredo Gouv?a.pdf: 3074684 bytes, checksum: 1637a9c9273f537aed4b0b6fadefe6f8 (MD5) Previous issue date: 2013-07-17 CAPES This study aims to present the importance of the history of mathematics for teaching and learning, seeking to provide opportunities for readers to approach the topic with a historical bias, in order to understand what potential that is replaced when under a historical perspective; it would have with respect to the learning process. To achieve this goal, we conducted an analysis of four (4) textbooks, chosen by PNLD in order to see how these books had the logarithms, it was the presence of the History of Mathematics and presenting this approach as this, suggestions for authors to improve their work. Then we conducted a field study where we applied two questionnaires, one designed for teachers and another for students. In order to get the opinion of these two groups on the approach of logarithms from a bias in the history of mathematics and also to check the view that these two groups have the relationship of mathematics with its own history in loco history of logarithms, as well as open avenues for the emergence of new research. Conducted surveys present our methodology for the analysis of the same. We also made a brief analysis of dissertations related in order to make a reading that was measured and developed by colleagues who studied the same order subject. For analyze the results, we gave our suggestions to create a conclusion about the topic Este estudo tem como objetivo chamar a aten??o para a import?ncia da Hist?ria da Matem?tica no ensino-aprendizado dos logaritmos, buscando apresentar possibilidades de abordagem do tema com um vi?s hist?rico. Para atingir esse objetivo, realizamos uma an?lise de 4 (quatro) livros did?ticos, escolhidos pelo PNLD, a fim de verificar como esses livros apresentavam os logaritmos, se havia a presen?a da Hist?ria da Matem?tica nesta abordagem no que acreditamos possa ser mais atrativas e adequadas ao ensino deste importante t?pico. Ap?s uma an?lise n?o exaustiva, apresentando, com isso, sugest?es para que os autores possam melhorar suas obras. Realizamos uma pesquisa de campo, onde aplicamos dois question?rios, um destinado para os professores e outro destinado aos alunos. Com o objetivo de obter a opini?o desses dois grupos sobre a abordagem dos logaritmos a partir de um vi?s da hist?ria da Matem?tica e tamb?m de verificar a vis?o que esses dois grupos tem da rela??o da matem?tica com sua pr?pria hist?ria in loco a hist?ria dos logaritmos, assim como abrir caminhos para o surgimento de novas pesquisas. Fizemos tamb?m uma breve an?lise de disserta??es correlatas com objetivo de fazer uma leitura do que foi aferido e desenvolvido por colegas que estudaram o mesmo assunto. Por fim analisamos os resultados, demos nossas sugest?es a fim de criar uma conclus?o sobre o tema abordado.
3

Educa??o matem?tica no Par?: genealogia, institucionaliza??o e tra?os marcantes

SILVA, Neivaldo Oliveira 12 March 2014 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-15T19:06:36Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_EducacaoMatematicaPara.pdf: 3782208 bytes, checksum: 540e36ff6cb0dc0f6be88b5cf9095f1e (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-26T16:05:58Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_EducacaoMatematicaPara.pdf: 3782208 bytes, checksum: 540e36ff6cb0dc0f6be88b5cf9095f1e (MD5) Made available in DSpace on 2017-05-26T16:05:59Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_EducacaoMatematicaPara.pdf: 3782208 bytes, checksum: 540e36ff6cb0dc0f6be88b5cf9095f1e (MD5) Previous issue date: 2014-03-12 A presente pesquisa tem como tema a Educa??o Matem?tica no Par? e como objeto de investiga??o a an?lise das din?micas de sua constitui??o e, mais especificamente, sua origem, seu processo de organiza??o, difus?o, institucionaliza??o e caracteriza??o, tendo como refer?ncia os grupos de estudos e pesquisas que se organizaram no estado, seus contextos, suas ramifica??es assim como as produ??es realizadas na ?rea, principalmente sob a forma de disserta??es e teses. Minha inten??o ? analisar a Educa??o Matem?tica existente no Par?, buscando identificar suas formas de estrutura??o e organiza??o, al?m da an?lise da produ??o existente, no sentido de identificar ?nfases, tend?ncias, tra?os e caracter?sticas marcantes, capazes de dar indicativos do momento atual do seu processo de desenvolvimento. Inicio definindo a abordagem da pesquisa para, em seguida, fazer uma incurs?o epistemol?gica de modo a compreender a Educa??o Matem?tica como campo profissional e de pesquisa relacionado ? realidade e aos processos de ensino e aprendizagem. Para tal, tomo como refer?ncia ARAUJO (1980), CARVALHO (1991), BICUDO (1994) e FIORENTINI & LORENZATO (2006). De modo a contextualizar a pesquisa fa?o um breve percurso nos cen?rios da produ??o da Educa??o Matem?tica no Par?, com a men??o de aspectos hist?ricos e sociais da cidade de Bel?m e do Estado do Par?, incluindo as Universidades onde os grupos foram se organizando e de onde se originam as pesquisas levantadas e analisadas. Feito isso, descrevo a trajet?ria da Educa??o Matem?tica no Par?, sob a forma de genealogia, com um tra?ado que tem como refer?ncia inicial os resultados de pesquisa realizada anteriormente por mim para, em seguida, apresentar resultados que me possibilitam identificar um Movimento que tem como raiz principal o Grupo de Matem?tica que se formou no antigo Clube de Ci?ncias da UFPA, que funcionou como ponto de difus?o e dissemina??o de ideias e concep??es, al?m de se materializar como ponto de converg?ncia de estudiosos sobre o tema. Na continuidade, busco identificar caracter?sticas que me permitam afirmar que as a??es de Educa??o Matem?tica foram institucionalizadas no nosso contexto, o que confirmo com o estudo e, finalmente, busco interpretar para compreender o significado e os sentidos impl?citos ?s produ??es, em termos de organiza??o, classifica??o e infer?ncias, que se originam do Movimento delineado, apresentando resultados, sob a forma de estado da arte, que apontam para ?nfases nas ?reas tem?ticas Modelagem Matem?tica, Ensino/Aprendizagem de t?picos espec?ficos, Resolu??o de Problemas, Materiais did?ticos e meios de ensino, Forma??o de Professores, Etnomatem?tica e Educa??o de Jovens e Adultos. A diversidade de tem?ticas, a rela??o com a cultura local, assim como a conex?o entre elas come?am a emergir como tra?os que marcam a Pesquisa em Educa??o Matem?tica no Par?. This research theme is Mathematics education in Par? and at investigating the analysis of the dynamics of their formation and, more specifically, its origin, its process of organizing, diffusion, institutionalization and characterization, with reference to the study groups and surveys that were organized in the state, their contexts, as well as its ramifications productions made in the area, mainly in the form of dissertations and theses. My intention is to analyze the existing Mathematics Education in Par?, seeking to identify their ways of structuring and organization, and analysis of existing production, to identify emphases, trends, and striking traits, characteristics capable of giving indicative of the current moment of your process development. Start by defining the approach of research to then make an epistemological foray order to understand the mathematics education as a professional field and related to reality and to the processes of teaching and learning research. To do this, take as a reference Araujo (1980), Carvalho (1991) BICUDO (1994) and FIORENTINI & Lorenzato (2006). In order to contextualize the research make a brief journey through the scenarios of production of Mathematical Education in Par?, at the mention of historical and social aspects of the city of Bel?m and Par? State, including universities where groups have organized and where originate the research collected and analyzed. That done, I describe the history of mathematics education in Par?, in the form of genealogy, with a path whose initial reference the results of earlier research conducted by me to then present results that allow me to identify a movement whose taproot of Mathematics group that formed in the old club Sciences UFPA, which acted as point of dissemination and spread of ideas and concepts in addition to materialize as a focal point for scholars on the subject. Continuing, I attempt to identify characteristics that allow me to state that the actions of Mathematics Education were institutionalized in our context, which confirm to the study, and finally interpret seek to understand the meaning and the implicit meanings productions, in terms of organization, classification and inferences arising from the outlined Movement, presenting results in the form of state of the art, pointing to the thematic areas emphases Mathematical Modeling, teaching/Learning of specific topics, Troubleshooting, teaching materials and teaching aids, Teacher Training, Ethnomathematics and Adult Education. The diversity of themes, the relationship with the local culture, as well as the connection between them begin to emerge as traits that mark the Research in Mathematics Education in Par?.
4

O surgimento das trigonometrias em diferentes culturas e as rela??es estabelecidas entre elas

SILVA, Everaldo Raiol da 27 June 2014 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-16T20:01:08Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_SurgimentoTrigonometriasDiferentes.pdf: 4739427 bytes, checksum: c9a2476da9a4d817606b2d324b9c67cd (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-30T20:23:49Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_SurgimentoTrigonometriasDiferentes.pdf: 4739427 bytes, checksum: c9a2476da9a4d817606b2d324b9c67cd (MD5) Made available in DSpace on 2017-05-30T20:23:49Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_SurgimentoTrigonometriasDiferentes.pdf: 4739427 bytes, checksum: c9a2476da9a4d817606b2d324b9c67cd (MD5) Previous issue date: 2014-06-27 O presente estudo trata da hist?ria da trigonometria plana e esf?rica, tendo como proposta central compreender como surgiram as trigonometrias em diferentes civiliza??es quais sejam: Eg?pcia, Babil?nica, Grega, Hindu, ?rabe e Chinesa. Nossa meta foi identificar como surgiram as trigonometrias nas diferentes civiliza??es e quais as rela??es estabelecidas entre elas. Para alcan?armos esta meta, dividimos a pesquisa em tr?s fases. Na primeira fase do estudo, adotamos como percurso metodol?gico a pesquisa bibliogr?fica, na hist?ria da matem?tica e da ci?ncia, baseada na investiga??o hist?rica do desenvolvimento das trigonometrias plana e esf?rica. Entre os referenciais te?ricos com os quais trabalhamos est?o: Marconi (1986, 2007), Gil (1991, 1999), Lakatos & Martins (2005), Miguel e Miorim (2002, 2011), Valente, (2007), D Ambrosio (2007) e Vald?s (2012). Na segunda fase do estudo, buscando evidenciar o surgimento e a evolu??o e no desenvolvimento conceitual da trigonometria plana e esf?rica em diferentes civiliza??es quais sejam: Eg?pcia, Babil?nica, Grega, Hindu, ?rabe e Chinesa, na antiguidade passando pelo medievo e at? o per?odo Renascentista com o auxilio da hist?ria da matem?tica. Para isso, utilizamos como referenciais te?ricos: Ronan (1987), Wussing (1998), Morey (2001, 2003), Cajori (2007), Mendes (2009), Pereira (2010, 2013), Katz (2010), Rooney (2012), Rosa (2012), Brummelen (2009, 2013), Flood & Wilson (2013), entre outros. Na terceira fase do estudo fizemos um estudo hist?rico das geometrias e nas geometrias n?o euclidianas, para evidenciamos o surgimento da geometria esf?rica e sua implica??o com a trigonometria esf?rica e mostramos como existem rela??es entre as trigonometrias plana e esf?rica, para isso usamos o m?todo das s?ries de Taylor, nosso objetivo principal de estudo, para tanto utilizamos como referenciais te?ricos: Ayres Jr. (1954), Hogben (1970), Do Carmo (1987), Wussing (1998), Imre Toth (2011), Brummelen (2009, 2013), entre outros. Como considera??es finais do estudo realizado, mostramos como surgiram as trigonometrias nas diferentes civiliza??es e as rela??es estabelecidas entre elas, respondendo assim nossa quest?o de pesquisa, e tamb?m deixamos caminhos para outros pesquisadores realizarem novas pesquisas como consequ?ncia da apresenta??o e defesa da disserta??o. The present study deals with the history of the plane and spherical trigonometry, with the central proposal emerged understand how the trigonometry's in different civilizations which are: Egyptian, Babylonian, Greek, Hindu, Arabic and Chinese. Our goal was to identify how trigonometry's emerged in which different civilizations and the relations between them. To achieve this goal, we divided the research into three phases. In the first phase of the study, we adopt as a methodological approach to literature, the history of mathematics and science, based on historical research into the development of flat and spherical trigonometry's. Among the theoretical frameworks with which we work are: Marconi (1986, 2007), Gil (1991, 1999), Lakatos & Martins (2005), and Miguel Miorim (2002, 2011), Valente (2007), D Ambrosio (2007) and Vald?s (2012). In the second phase of the study in order to enhance the appearance and the evolution and development of the conceptual plane and spherical trigonometry in different civilizations which are: Egyptian, Babylonian, Greek, Hindu, Arabic and Chinese in antiquity through the Middle Ages and until the Renaissance period with the aid of mathematical history. For this, we use as theoretical Ronan (1987), Wussing (1998), Morey (2001, 2003), Cajori (2007), Mendes (2009), Pereira (2010, 2013), Katz (2010), Rooney (2012 ), Rosa (2012), Brummelen (2009, 2013), Flood and Wilson (2013), among others. In the third phase of the study made a historical study of geometry and non-Euclidean geometries, we observed for the appearance of spherical geometry and its implication with spherical trigonometry and show how relationships exist between flat and spherical trigonometry's, for this we use the method of series Taylor, our main objective of the study, both for use as theoretical: Ayres Jr. (1954), Hogben (1970), Do Carmo (1987), Wussing (1998), Imre Toth (2011), Brummelen (2009, 2013), among others. As conclusion of the study, we show how the trigonometry's in different civilizations and the relations between them arose, thus answering our research question, and also ways to let other researchers conduct further research as a result of the presentation and defense of the dissertation.
5

Problemas matem?ticos da antiguidade como estrat?gia para o ensino de matem?tica na educa??o b?sica

SERR?O, Marcelo Miranda 12 February 2014 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-22T19:20:49Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ProblemasMatematicosAntiguidade.pdf: 8943336 bytes, checksum: 4cdcee6c630d69d74bca1d939a9bfdd2 (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-31T11:28:55Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ProblemasMatematicosAntiguidade.pdf: 8943336 bytes, checksum: 4cdcee6c630d69d74bca1d939a9bfdd2 (MD5) Made available in DSpace on 2017-05-31T11:28:55Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ProblemasMatematicosAntiguidade.pdf: 8943336 bytes, checksum: 4cdcee6c630d69d74bca1d939a9bfdd2 (MD5) Previous issue date: 2014-02-12 CAPES - Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior O enfoque desta pesquisa foi investigar a Matem?tica de tr?s per?odos hist?ricos, visando localizar problemas cl?ssicos e suas poss?veis formaliza??es, de modo a podermos compreender seus elementos, compar?-los e verificarmos se h? recorr?ncias desses problemas em per?odos diferentes. A investiga??o e o estudo das matem?ticas, a partir das fontes caracter?sticas desses per?odos hist?ricos, a saber: o Papiro de Rhind do s?culo XVII a.C., o Aritm?tica de Diofanto do s?culo III e o Liber Abaci de Fibonacci do s?culo XII, nos permitiu selecionar problemas de cunho hist?rico em um processo de integra??o, visando oferecer aos professores da educa??o b?sica, apontamentos e sugest?es para a explora??o deste tipo de problemas como meio de supera??o de dificuldades de aprendizagem em sala de aula. Uma vez que a utiliza??o da hist?ria da Matem?tica, promove uma integra??o da Matem?tica do passado com a Matem?tica dos dias atuais e oportuniza uma forma de tratamento dos conte?dos e conhecimentos matem?ticos contextualizados. The focus of this research was to investigate the mathematics of three historical periods, aiming to find classical problems and their possible formalization, so that we can understand its elements, compare them and check if there are recurrences of these problems in different periods. Research and study of mathematics, from the characteristics of these sources historical periods, namely: the Rhind Papyrus of the seventeenth century BC, the Arithmetic of Diophantus third century Liber Abaci Fibonacci and the twelfth century, allowed us to select problems imprint history in an integration process, aiming to provide basic education teachers, notes and suggestions to the exploration of such issues as a means of overcoming learning difficulties in the classroom. Since the use of history of mathematics, mathematics promotes an integration of past with present-day mathematics and gives opportunity to a form of treatment of content and contextualized mathematical knowledge.
6

Uma vis?o do ensino de matem?tica na escola de aplica??o da UFPA nas d?cadas de 1970 e 1980 a partir das narrativas de seus professores

RIBEIRO, M?rcio Ben?cio de S? 28 August 2015 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-22T19:27:02Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_VisaoEnsinoMatematica.pdf: 10369394 bytes, checksum: 7af153c1282c7801da15a00f82a06f88 (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-31T12:21:41Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_VisaoEnsinoMatematica.pdf: 10369394 bytes, checksum: 7af153c1282c7801da15a00f82a06f88 (MD5) Made available in DSpace on 2017-05-31T12:21:41Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_VisaoEnsinoMatematica.pdf: 10369394 bytes, checksum: 7af153c1282c7801da15a00f82a06f88 (MD5) Previous issue date: 2015-08-28 Este trabalho objetivou investigar como se desenvolveu o ensino de Matem?tica atrav?s da pr?tica dos professores que atuaram na Escola de Aplica??o da Universidade Federal do Par? nas d?cadas de 1970 e 1980, buscando, principalmente atrav?s das mem?rias desses personagens, constituir uma representa??o do passado a respeito da hist?ria da educa??o matem?tica, considerando como cen?rio o contexto da referida escola. Para contextualizar a pesquisa, organizei uma breve exposi??o retratando a ent?o situa??o social e pol?tica do pa?s. Realizei entrevistas com seis professores que atuaram naquela escola e analisei os relatos coletados. A an?lise desses dados permitiu descortinar um passado ainda n?o investigado. Como metodologia de pesquisa, utilizei-me dos conhecimentos advindos da Hist?ria Oral, al?m de valer-me de documentos relativos ? hist?ria da escola para que fosse poss?vel a constitui??o de fontes hist?ricas. A pesquisa est? balizada na Hist?ria da Educa??o, demarcando a Hist?ria Cultural como seu principal aporte te?rico, atrav?s das contribui??es de autores como Bloch (2001), Le Goff (2003) e Chartier (1996; 2009). Ao encontro desse campo hist?rico, utilizei tamb?m pesquisas desenvolvidas por autores da Hist?ria da Educa??o Matem?tica, como Valente (2009) e Mendes (2012). Os resultados da investiga??o revelam reflex?es sobre o fazer docente, no que se refere ao empenho e ao esp?rito de uni?o de um trabalho efetuado com dignidade pelos professores, evidenciando para futuras gera??es de educadores que os efeitos de um trabalho com tra?os de excel?ncia n?o se esgotam no ambiente da escola. This study aimed to investigate how to develop the mathematics education through the practice of teachers who worked in the School Application linked to Federal University of Para in the 1970s and 1980s, seeking mainly through the memories of these characters constitute a of the past representation of the history of mathematics education, considering the backdrop of that school context. To contextualize the research, I organized a brief statement depicting the social situation and the country's political. I conducted interviews with six teachers who worked at the school and analyzed the collected reports. Data analysis enables unveil a past not been investigated yet. As a research methodology, I used the knowledge arising from the Oral History, and avail myself of documents relating to the school's history to make it possible to set up historical sources. Research is demarcated in the History of Education, marking the cultural history as their main theoretical contribution, through the contributions of authors like Bloch (2001), Le Goff (2003) and Chartier (1996, 2009). To meet this historical field, also made use of research developed by the authors of the History of Mathematics Education, as Valente (2009) and Mendes (2012). Research results reveal reflections on the teaching do, with regard to the commitment and the spirit of unity of a work carried out with dignity by teachers, highlighting for future generations of educators that the effects of a job with traces of excellency are not exhausted in the school environment.

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