O presente trabalho discute sobre os referenciais conceituais e metodológicos que subsidiam o Trabalho de Campo denominado Expedição pelo riacho do Ipiranga com a intenção de promover reflexões acerca das relações existentes entre história, ciências naturais e ambiente, através do Jardim Botânico de São Paulo e do Museu Paulista circunscritos na microbacia hidrográfica do Ipiranga. Apresentamos primeiramente a origem da proposta didática e os outros contextos em que o trabalho já foi aplicado mostrando que, embora todos possuam o mesmo recorte, por ser um instrumento educativo, a sua construção é permanente, depende do contexto e dos atores que estão envolvidos. Dentre esses distintos momentos, optamos por focar na disciplina História das ciências no Brasil, situada no programa de pós-graduação da Faculdade de Educação (USP) e, por meio de entrevistas, trouxemos o olhar dos alunos sobre a Expedição para compreender de que modo eles apreendem a prática em campo. Consideramos que as apreensões dos alunos se relacionam a construção de uma visão mais crítica acerca das ciências e da historicidade dos espaços percorridos. Esse sentido vai de encontro com uma historiografia além da ciência europeia que, desenvolvida dentro de um processo de ensino que se propõe a construir relações contextualizadas sobre as ciências, nesse caso a disciplina, pode proporcionar olhares holísticos a respeito da História das ciências no Brasil. Através dessa perspectiva, a Expedição e a construção do nosso estudo são subsidiados situando as instituições científicas ao papel que os jardins botânicos e os museus desempenharam na constituição da historia natural. Essa articulação é desenvolvida a partir da História das ciências, história ambiental e educação ambiental crítica. Utilizamos como figura principal da nossa narrativa o botânico Frederico Carlos Hoehne que ligado aos pressupostos políticos, científicos e sociais da época possuía aspirações conservacionistas, estéticas, educacionais e nacionalistas para o JBSP, por exemplo. Em conjunto a isso também discutimos novos significados para as águas paulistanas que, assim como as áreas verdes percorridas na Expedição, foram manuseadas e usadas de acordo com as premissas de um determinado tempo e espaço. Sob esse enfoque percebemos o intenso processo de urbanização de São Paulo ocultando drasticamente seus córregos, riachos e rios, transformações pautadas principalmente no discurso científico que começa a se situar em outro patamar social a partir da Revolução Científica e Tecnológica no século XVIII. Essa articulação teórica (levantamento bibliográfico e documentação histórica) e prática (saídas de campo e entrevistas com os alunos) permitiu entender a complexidade dos ambientes, a importância de estudos históricos para se olhar a natureza e resgatar a historicidade das ciências no país através de espaços importantes para a cidade paulista até os dias de hoje. Assim como as particularidades das vivências de cada aluno, situando a Expedição como uma proposta que valoriza as singularidades de cada experiência, não desejando que os envolvidos entendam o campo de maneira única e formatada. / The present work discusses the conceptual and methodological references that subsidize the fieldwork called The Ipiranga creek expedition with the intention of promoting reflections about the relationships between history, natural science and environment, through the Botanical Garden of São Paulo and the Paulista Museum circumscribed by the Ipiranga River micro watershed. Firstly, we present the origin of the didactic proposal and other contexts in which the work has been carried out showing that, even though all of them present the same views, its construction is permanent due to the fact that it is an educational tool and it depends on its context and the authors involved. Throughout these distinct moments, we have chosen to focus on the history of science in Brazil subject which integrates the College of Education postgraduate program (USP) and, by carrying out interviews, we brought about the students views on the Expedition to understand the ways in which they had learnt their practice in the field. We consider that the students insecurities are related to the creation of a more critical view on the sciences and the historicity of the areas explored. This meets a historiography which goes beyond the European science that was developed in the teaching process aimed at creating contextualized science relationships. In this case the subject can provide holistic views on the history of science in Brazil. From this perspective, the Expedition and the planning of our study are both subsidized taking into account the scientific institutions and the role that the botanical gardens and the museums have played on the natural history constitution. This articulation is developed from science history, environmental history and critical environmental education. We choose the botanist Frederico Carlos Hoehne as the main figure of our narrative. He was linked to political, scientific and social assumptions from his time and had conservationist, aesthetic, educational and nationalist aspirations for JBSP, for example. Other than this, we also discuss new meanings to the waters in São Paulo, like the green areas explored throughout the Expedition which were handled and used according to the assumptions of that specific time and space. From this perspective we realize the intense process of urbanization in São Paulo, dramatically hiding its streams, creeks and rivers, transformations mainly based on the scientific speech that begins to take place at a different social level from the Scientific and Technological Revolution in the eighteenth century. This theoretical articulation (literature and historical documentation) and practice (fieldwork and students interviews) allowed me to understand the complexity of the environments, the importance of the historical studies in order to see the nature and rescue the historicity of science through important spaces in the city of São Paulo until today. The particularities of each students experience were also taken into account, assessing the Expedition as a proposal that values the singularities of each experience, preventing the students involved from having a single and narrow view of the field.

Nossa investigação é uma pesquisa teórica de cunho histórico-filosófico-educacional, que tem como objetivo principal discutir as contribuições de Paulo Freire e de Ubiratan D\'Ambrosio para a formação do professor de matemática no Brasil. A dialética e as técnicas de análise de conteúdo constituem a metodologia adotada. Desse modo, nos impusemos como tarefa analisar a formação do professor de matemática de modo contextualizado com a nossa realidade social atual e reconstituindo a função histórica que a nossa escola e a formação docente desempenharam como reforçadora das desigualdades sociais e mantenedoras do status quo da sociedade capitalista. No levantamento histórico, utilizamos as contribuições de G. Freyre, S. B. de Holanda, C. Prado Júnior, L. Basbaum, C. Furtado, F. de Azevedo, J. K. Galbraith, O. de O. Romanelli, A. Teixeira, entre outros. E, em nossa análise, nos valemos das contribuições de K. Marx, F. Engels, A. Gramsci, M. Chauí, L. Althusser, J. Contreras, O. Skovsmose A. Ponce, M. Gadotti, K. Kosik e outros referenciais próprios da área. A formação do professor de matemática é vista como resultado de um processo histórico-cultural que mantém ainda uma forte herança de elementos de uma sociedade colonial, corroborado pela não participação democrática do povo brasileiro em seu processo de constituição sócio-cultural numa sociedade capitalista e excludente. E o trabalho demonstra que os atuais processos de formação de professor de matemática ainda são fortemente sedimentados numa formação alienada aos ditames de uma sociedade de classes, que não permite ao futuro professor compreender e fazer uso da necessária autonomia inerente à sua atuação, o que o faz atuar como um intelectual orgânico a serviço da consolidação da hegemonia da classe dominante. Nesse sentido, os constructos teóricos de P. Freire e de U. D\'Ambrosio mostram-se como indicadores de encaminhamentos possíveis no processo de formação de um professor de matemática crítico/libertador e, por isso, consciente de sua tarefa como agente ativo na formação de um educando não especialista em matemática, mas inserido em sua realidade social como um sujeito transformador e em transformação, que encontra na matemática uma ferramenta para o processo dialético de sua própria construção. Assim, a investigação indica a necessidade de uma atuação dos formadores no sentido de conscientizar os futuros professores de matemática de sua tarefa como intelectuais orgânicos a serviço da construção da hegemonia dos excluídos, dos explorados em geral. Ou seja, a investigação aponta a necessidade de a formação inicial se constituir como um antidiscurso ao discurso ideológico da classe dominante. / Our investigation is a theoretical historical-philosophical-educational research whose main purpose is to discuss Paulo Freire´s and Ubiratan D\'Ambrosio\'s contributions in mathematics teacher education in Brazil. The dialectic and the content analysis techniques constitute the adopted methodology. Thus, we imposed ourselves the task of analyzing the formation of mathematics teacher in a contextualized way according to our current social reality and reconstructing historical function that our school and education of teacher develop as reinforcers of the social inequalities and status quo mainteners of capitalist society. With regard to historical survey we use the contributions of the following authors: G. Freyre, S. B. de Holanda, C. Prado Júnior, L. Basbaum. C. Furtado. F. de Azevedo, J. K. Galbraith. O. de O. Romanelli, A. Teixeira among others. And, in our analysis, we use the contributions of K. Marx, F. Engels, A. Gramsci, M. Chauí, L. Althusser, J. Contreras, O. Skovsmose A. Ponce, M. Gadotti, K. Kosik among. The education of mathematics teacher seems to be the result of a historical-cultural process which still maintains an strong legacy from colonial society aspects, corroborated by the lack of democratic participation of Brazilian people in its sociocultural constitution process in a excluding capitalist society. And the thesis shows that the current processes in education of mathematics teacher remain strongly established in an alienating education subjected to class society which prevents future teacher from understanding and making use of the inherent autonomy to his performance, which makes him act as an organic intellectual serveing to consolidate the class dominant hegemony. Thus, P. Freire´s and Ubiratan D\'Ambrosio´s theoretical constructs point towards possible directions in the education of critical/liberator mathematics teacher and, due to this, a conscious one of his work as an active agent in education of a student, not specialized in mathematics, but immersed into his social reality as a transforming subject which is also in transformation and who finds out in mathematics an instrument to dialectic process of his own construction. Therefore, the investigation points to the need of an educators action in a sense of making conscious the future mathematics teachers about his work as organic intellectuals serving the construction of excluded and explored hegemony. In conclusion, the investigation points the necessity of constituting initial education itself as an anti-discourse to the ideological dominant discourse.

<p>This dissertation deals with geometry instruction in Sweden in the period 1905-1962. The purpose is to investigate textbooks and other literature used by teachers in elementary schools (ES) and lower secondary schools (LSS) – Folkskolan and Realskolan – connection to geometry instruction. Special attention is given to debates about why a course should be taught and how the content should be communicated.</p><p>In the period 1905-1962, the Swedish school system changed greatly. Moreover, in this period mathematics instruction was reformed in several countries and geometry was a major issue; especially, classical geometry based on the axiomatic method. However, we do not really know how mathematics instruction changed in Sweden. Moreover, in the very few works where the history of mathematics instruction in Sweden is mentioned, the time before 1950 is often described in terms of “traditional”, “static” and “isolation”.</p><p>In this dissertation, I show that geometry instruction in Sweden did change in the period 1905-1962: geometry instruction in LSS was debated; the axiomatic method and spatial intuition were major issues. Textbooks for LSS not following Euclid were produced also, but the axiomatic method was kept. By 1930, these alternative textbooks were the most popular.</p><p>Also the textbooks in ES changed. In the debate about geometry instruction in ES, visualizability was a central concept. </p><p>Nonetheless, some features did not change. Throughout the period, the rationale for keeping axiomatic geometry in LSS was to provide training in reasoning. An important aspect of the debate on geometry instruction in LSS is that the axiomatic method was the dominating issue; other issues, e.g. heuristics, were not discussed. I argue that a discussion on heuristics would have been relevant considering the final exams in the LSS; in order to succeed, it was more important to be a skilled problem solver than a master of proof.</p>

<p>This thesis explores content design – an area which encompasses the practices and the conceptions of the description, organisation and manipulation of digital content. The overall aim was to identify and examine principles, methods and tools appropriate for content design within the humanities and the social sciences. Another purpose was to investigate the limitations and opportunities of the identified methods and tools by means of modelling and applications of prosopographical materials, designed for research and teaching in history of education.</p><p>The prosopographical collection consists of three different kinds of sources: transcriptions from biographical reference books, written biographical accounts and digitalised archival sources, such as enrolment registers. These resources were encoded according to the Text Encoding Initiative (TEI) guidelines with the purpose to denote specific structures and semantic features of the content. The thesis demonstrates how the prosopographical collection, stored in a master file in TEI/XML format, was encoded and organised and then further transformed, migrated and manipulated by other tools and to other platforms. This resulted in several examples of applications demonstrating a broad range of uses for research and teaching in history of education and alike.</p><p>One conclusion is that the TEI guidelines serve well as a valuable tool for the markup of rather complex historical materials designed for multiple purposes: for qualitative analyses, and as input to multivariate statistical analyses, and for migration into relational databases. Another conclusion is that such digital collections, provided with markup, could be treated as research tools themselves, because they lend themselves much more than simply access, retrieval or reading. In this prosopographical collection, the markup contributes to make explicit the underlying theories and thus provides scholars, teachers and students with tools to reuse and rearrange the content for other kinds of uses in other areas. </p>

More girls into science and technology have been a repeated goal in Swedish school politics for some decades. It has been called the gender equality issue. However, neither the ideas associated with science education nor the ideas associated with gender are obvious. The aim of the thesis is to analyse different views of gender, science and technology in Swedish educational policy, as they appear over time in the preparatory documents of the curricula of the nine year comprehensive compulsory school. The purpose is thus to understand the recurrent theme of “girls and science and technology”. The study is a text analysis and the empirical material consists of commission reports, government proposals, motions and minutes of the ensuing parliamentary debates. In the earliest documents girls and boys were described as opposites and their differences were emphasised. However these ideas were not unchallenged. Gender differences were toned down, variations within the genders were emphasised, and it was pointed out that boys and girls are not uniform groups. It was argued that calling areas and tasks female and male are conventions that can be broken. Proposals were made implying a breaking up of the strict boundary between girls’ and boys’ respective spheres of activity. Later a lot of the old ideas were recurring although society had changed. However clear attempts to break the gender borders were also repeated. In this ambition technology was central. From the early 1960s a girl choosing technology stands out as a symbol of a pupil making a gender-crossing choice.

The study deals with creative music making in the compulsory comprehensive school’s music instruction. This is an educational effort and is carried out within the framework for the research area Educational work. The objective is, in investigations, steering documents, and teaching material, from 1945 and onwards, as well as through observations of classroom practice today, to describe the discourse about creative music making in music in the Swedish compulsory comprehensive school, and discuss its importance for the field of music and music instruction. The problem area encompasses questions about how generation of knowledge and practice is regulated in the instruction. The empirical material in form of transcriptions from interviews with teachers and students, as well as field notes and recordings from classroom observations together with general texts compose the inter-textual chains that form the discourse about creative music making. The study has a historical beginning inspired by Michel Foucaults’ discourse concept. The regulating and normalizing procedures are used as analytical tools that create the discourse. The study puts in focus the recommended practices in the cited texts. The qualitative differences and similarities, continuities and discontinuities are sought, as well as the definitions and categorizing that is done in the texts. Information which is repeated in several sources, and deviates or breaks with frequently occurring content in the texts is noted. “Creative music making” has been categorized in relation to the individual, socially and in musical contexts. Analysis has been carried out as change over time related to the subject of music and from creative music making’s suggested goals and functions. Access to current school practice has been made through observations and interviews with teachers and students during lessons that contain creative music making activities as well as analyses of these in relation to the texts. In the analysis work, keywords are sought that provide a foundation for categorizing the material. With the establishment of the discourse a descriptive analysis about the remarks that have been registered is made. The classroom studies were carried out at 4 different schools where the four teachers who have been followed were interviewed. Shorter interviews were made with some of their colleagues and with those students, whose work has been followed. The result shows that the power which is exercised in the discourse affects both planning and organization of music instruction, like choice of content and work forms. In the discourse the categories freedom as recreation, creating music making as a we can and you can, the classroom as a musical practice room for the individual and social cultivation, contemporary culture orienting and to play is to create are constructed. The discourse about creating in music instruction functions as a tool for the changes in school that prepares the compulsory comprehensive school’s actualization. The reform and learning by doing ideas together with ideas about aesthetics and social cultivation of the individual towards democracy, and an active participation in society and cultural life is a part of the discourse. Today, this makes up the structural elements in the description of creative music making. The musical style and genre appears to be important as musical frames in the creative music making activities but also for the working methods and contents. In the discussion, the discourse on creative music making is linked to the larger space that ensemble music making has received in music instruction. Creative music making’s culture-oriented functions are linked to music as important phenomenon for the individual and society. Keywords: creative music making, discourse, music instruction, educational work, school, history of education, creativity, aesthetics, popular music, youth

Since the late nineteenth century, Switzerland, a self-professed “playground” and “classroom” of the world, has successfully promoted itself as a desirable destination for international study and tourism. The historically entangled private schooling and tourism industries have steadily communicated idealised images of educational tourism in Switzerland via advertising. Concentrating on the period 1890 -1945 – when promotional ties between tourism organisations and private schools solidified – this thesis investigates the social construction of educational tourist place in two different types of promotion aimed at English-speaking markets: private international school prospectuses and education-focused tourism brochures. An analysis of early prospectuses from three long-standing private international schools and of education-focused tourism guides written by municipal organisations, travel agencies, school boards and the Swiss government revealed highly visual, ideologically-charged textual representations of locations and markets simultaneously defined, idealised and commodified international education in Switzerland. Chapters provide close interpretation of documents and aim, through thick description, to understand specific place-making examples within a wider socio-historical context. Chapter One examines the earliest prospectuses of Le Rosey and Brillantmont, two of the world’s must exclusive Swiss schools (1890-1916). An examination of photo-essay style prospectuses reveals highly selective portrayals of “Château” architecture communicated capacity to deliver a “high-class” and gender appropriate Swiss finishing. Visual cues hallmarking literary and sporting preferences indicated texts catered to the gaze of social-climbing, Anglo-centric markets desirous a continental cosmopolitan education that was not overly “foreign.” Chapter Two analyses the social construction of towns in French-speaking Switzerland as attractive educational centres (1890-1914). It explores how guides promoting Geneva, Neuchâtel and Lausanne constructed an idealised study-abroad landscape through thematic testaments to the educative capacities of local human and natural landscapes. The remaining chapters explore interwar texts. Chapter Three examines a high-altitude institute’s use of the idealising skills of high-end tourism poster artists to manufacture a pleasant, school-like image for the mountain sanatoria-like campus of Beau Soleil. Chapter Four investigates two series of education-focused tourism guidebooks which promoted education in Switzerland. An examination of a Swiss National Tourist Office series reveals discourses of nationhood racialised the Swiss as natural-born pedagogues and constructed Switzerland as a safe, moral destination populated by cooperative, multi-lingual and foreign student-friendly folk. An analysis of R. Perrin Travel Agency’s series explores guidebooks which openly classified education as a tourism commodity. The final chapter examines Le Rosey and Brillantmont’s interwar prospectuses within the context of complex, transnational schooling and school advertising practices. An analysis of images of school sports at winter holiday resorts suggests prospectuses expressed the sense of freedom which accompanies upper-class identity more so than any sense of gender-driven restriction.

This thesis investigates and analyzes certain significant aspects of the Centennial celebrations of 1967 as they took place in Toronto-area schools. By considering the Centennial activities involving art, travel, music and historical pageantry—those deemed most significant by educational planners—I propose to evaluate how students, and Canadians in general, were thinking and learning about Canada and its people at the time. Throughout this essay, I argue that the Centennial celebrations are crucial evidence of a developing shift in the way that Canadians conceived of national identities and a change in how students were educated about Canadian history. In particular, I will argue that the Centennial celebrations in Toronto-area schools often demonstrated the continued development of a post-imperial vision of Canada’s national character, and an approach to history education which moved beyond the traditional timeline-oriented and British nation-building narratives that dominated early-twentieth-century Canadian education.

This dissertation deals with geometry instruction in Sweden in the period 1905-1962. The purpose is to investigate textbooks and other literature used by teachers in elementary schools (ES) and lower secondary schools (LSS) – Folkskolan and Realskolan – connection to geometry instruction. Special attention is given to debates about why a course should be taught and how the content should be communicated. In the period 1905-1962, the Swedish school system changed greatly. Moreover, in this period mathematics instruction was reformed in several countries and geometry was a major issue; especially, classical geometry based on the axiomatic method. However, we do not really know how mathematics instruction changed in Sweden. Moreover, in the very few works where the history of mathematics instruction in Sweden is mentioned, the time before 1950 is often described in terms of “traditional”, “static” and “isolation”. In this dissertation, I show that geometry instruction in Sweden did change in the period 1905-1962: geometry instruction in LSS was debated; the axiomatic method and spatial intuition were major issues. Textbooks for LSS not following Euclid were produced also, but the axiomatic method was kept. By 1930, these alternative textbooks were the most popular. Also the textbooks in ES changed. In the debate about geometry instruction in ES, visualizability was a central concept. Nonetheless, some features did not change. Throughout the period, the rationale for keeping axiomatic geometry in LSS was to provide training in reasoning. An important aspect of the debate on geometry instruction in LSS is that the axiomatic method was the dominating issue; other issues, e.g. heuristics, were not discussed. I argue that a discussion on heuristics would have been relevant considering the final exams in the LSS; in order to succeed, it was more important to be a skilled problem solver than a master of proof.

This thesis investigates and analyzes certain significant aspects of the Centennial celebrations of 1967 as they took place in Toronto-area schools. By considering the Centennial activities involving art, travel, music and historical pageantry—those deemed most significant by educational planners—I propose to evaluate how students, and Canadians in general, were thinking and learning about Canada and its people at the time. Throughout this essay, I argue that the Centennial celebrations are crucial evidence of a developing shift in the way that Canadians conceived of national identities and a change in how students were educated about Canadian history. In particular, I will argue that the Centennial celebrations in Toronto-area schools often demonstrated the continued development of a post-imperial vision of Canada’s national character, and an approach to history education which moved beyond the traditional timeline-oriented and British nation-building narratives that dominated early-twentieth-century Canadian education.