Made available in DSpace on 2016-04-27T16:57:13Z (GMT). No. of bitstreams: 1 Denise Franco Capello Ribeiro.pdf: 16199362 bytes, checksum: 36c5c02d581138df6e2c1def4c8a0fb9 (MD5) Previous issue date: 2011-12-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research has as objective the study of the historic way of the Mathematics scholar subject constitution to High School, at Gustavo Capanema Reform, time in which was made the reorganization of the Mathematics teachings to this teaching level and the rising of the Mathematic didactic books collection entitled Matemática 2º Ciclo , to the 1st, 2nd and 3rd grades, edited to assist the new Mathematics syllabus of these courses, by the authors Euclides Roxo, Roberto Peixoto, Haroldo Lisbôa da Cunha and Cesar Dacorso Netto, also known as the 4 authors Collection. This collection standardizes the structure of other Mathematics didactic collections books contributing to the teaching standardization and the Mathematics scholar subject constitution. This investigation uses mainly the theoric basis of André Chervel, Alain Choppin and Roger Chartier, the legislation related to this Reform and Mathematic didactic books edited to High School courses, whose authors were consulted by High School students (Classic and Scientific), in the scholar library of the current Sao Paulo State School, in the period between 1943 to 1961, as mainly research sources. The main question of this investigation is: How the Mathematics didactic books from the collection entitled Matemática 2º Ciclo , by Euclides Roxo, Roberto Peixoto, Haroldo Lisbôa da Cunha and Cesar Dacorso Netto, as known as the 4 authors Collection, written to High School courses, in the Capanema Reform period, contributed to the Mathematic scholar subject constitution, to this teaching level? This research seeks to give a contribution to the History of Scholar Mathematics and to the Mathematic Education in Brazil / Esta pesquisa tem como objetivo o estudo da trajetória histórica da constituição da disciplina escolar Matemática para o Curso Colegial, na Reforma Gustavo Capanema, período em que houve a reorganização dos ensinos de Matemática para este nível de ensino e o surgimento da coleção de livros didáticos de Matemática intitulada Matemática 2º Ciclo, para a 1ª, 2ª e 3ª séries, editados para atender aos novos programas de Matemática desses cursos, dos autores Euclides Roxo, Roberto Peixoto, Haroldo Lisbôa da Cunha e Cesar Dacorso Netto, também conhecida como a Coleção dos 4 autores. Esta coleção parametrizou a organização de outros livros didáticos de Matemática contribuindo para padronização dos ensinos e constituição da disciplina escolar Matemática. Esta investigação utiliza principalmente os aportes teóricos de André Chervel, Alain Choppin e Roger Chartier, a legislação pertinente a esta Reforma e livros didáticos de Matemática editados para os Cursos Colegiais, cujos autores foram consultados por alunos dos Cursos Colegiais (Clássico e Científico), na biblioteca escolar da atual Escola Estadual São Paulo, no período compreendido entre 1943 a 1961, como principais fontes de pesquisa. A questão norteadora desta investigação é: Como os livros didáticos de Matemática pertencentes à coleção intitulada Matemática 2º Ciclo, de Euclides Roxo, Roberto Peixoto, Haroldo Lisbôa da Cunha e Cesar Dacorso Netto, também conhecida como a Coleção dos 4 autores, escrita para os Cursos Colegiais, em tempos da Reforma Capanema, contribuíram para a constituição da disciplina escolar Matemática, para este nível de ensino? Esta pesquisa busca dar uma contribuição à História da Matemática Escolar e à Educação Matemática no Brasil

Made available in DSpace on 2014-12-17T14:36:31Z (GMT). No. of bitstreams: 1 MiguelC_TESE_pag1_pag70.pdf: 4640071 bytes, checksum: a4aff889db8971046de7e7d6cfec7692 (MD5) Previous issue date: 2012-08-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study focuses on the central Brazilian historiography of science, focusing specifically on the life and work of a contemporaneous mathematician-physicist, and becomes part of the set of research results that investigate, organize and describe personal, intellectual and professional itineraries of Brazilian scientists and educators. The theme chosen for the study ran from seminars on Mathematics in Par? and is up to organize and describe the life history, education, professional experience and scientific production of William Mauricio Souza Marcos de La Penha (Guilherme de La Penha), considering their academic, professional and intellectual life history, so that their academic and intellectual production be spread over the Brazilian scientific and academic community. We adopted the historical research as theoretical and methodological base for the development of this study, rising arguments about the profile of Guilherme de La Penha to characterize him as a multiskill intellectual and to reveal that his thoughts about science, technology, training scientists and educators were in accordance with their writings and their professional practice in order to build a first story about the life and work of William de La Penha. In this sense, we took the theoretical aspects related to historical research, biographies, intellectual itineraries, files and inventories as sources and historical construction vehicles in order to point out the essential elements to form a profile of the transdisciplinary intellectual historians, ie a profile scientist who carries out the research, management and administration, as well as a committed educator to the on-going training and forming process. The results pointed in different directions, among which we highlight the creation of Se??o Guilherme de La Penha at Universidade da Amazonia, producing several articles about the life and work of William de La Penha presented at national and international conferences and the proposal for documentary displays which could contribute to understanding the implementation of a scientific area in Par? State, an area that would not only be restricted to the production of knowledge, but more than that, it would include the spreading, which provides various means, primarily through education. Thus it was possible to ensure that La Penha has an intellectual profile that can be considered a multi-and transdisciplinary intellectual who defends the possibility of forming a scientist one and multiple, non-linear attitudes and dialogues with all other areas in order to be understood under a model scientist for the twenty-first century based on the model clearly inspired by the scientist authors with which he identified throughout their training and professional activities, like the three that stood out in their relationship science: Archimedes, Leonhard Euler and Cliford Ambrose Truesdell / Este estudo tem como foco central a historiografia brasileira da ci?ncia, voltado especificamente para a vida e obra de um matem?tico-f?sico da contemporaneidade, e passa a fazer parte do conjunto de resultados de pesquisas que investigam, organizam e descrevem itiner?rios pessoais, intelectuais e profissionais de cientistas e educadores brasileiros. O tema de estudo escolhido decorreu a partir de semin?rios sobre a Matem?tica no Par? e constitui-se em organizar e descrever a hist?ria de vida, forma??o, atua??o profissional e produ??o cient?fica de Guilherme Mauricio Souza Marcos de La Penha (Guilherme de La Penha), considerando sua trajet?ria acad?mica, profissional e intelectual, de modo que a sua produ??o acad?mica e intelectual seja esparzida junto a comunidade cient?fica e acad?mica brasileira. Adotou-se a pesquisa hist?rica como base te?rico-metodol?gica para o desenvolvimento desse estudo, levantando-se argumentos sobre o perfil de Guilherme de La Penha para caracteriz?-lo como um intelectual m?ltiplo e para revelar que seu pensamento sobre ci?ncia, tecnologia, forma??o de cientistas e educadores estiveram em harmonia nos seus escritos e na sua pr?tica profissional, tendo em vista a constru??o de uma primeira hist?ria sobre vida e obra de Guilherme de La Penha. Neste sentido, tomou-se os aspectos te?ricos relacionados a pesquisa hist?rica, biografias, itiner?rios intelectuais, arquivos e invent?rios como fontes e ve?culos de constru??o hist?rica tendo em vista apontar os elementos essenciais ? forma??o de um perfil transdisciplinar do intelectual historiado, ou seja, um perfil de cientista que exerce a pesquisa, a gest?o e a administra??o, bem como um educador comprometido com processo formativo e formador. Os resultados apontaram em diversas dire??es, dentre as quais, destaco a cria??o da Se??o Guilherme de La Penha na Universidade da Amaz?nia, a produ??o de v?rios artigos sobre a vida e obra de Guilherme de La Penha apresentados em congressos nacionais e internacionais e a proposta de exposi??es documentais que possam contribuir para o entendimento da implanta??o de uma ?rea cient?fica no Estado do Par?, ?rea essa que n?o se reduz apenas ? produ??o do conhecimento, e sim, inclui a difus?o, que se estabelece de diversos meios, principalmente por meio da educa??o. Assim foi poss?vel assegurar que La Penha tem um perfil intelectual que pode ser considerado um intelectual m?ltiplo e transdisciplinar que defende a possibilidade de se formar um cientista uno e m?ltiplo, de atitude n?o linear e que dialoga com todas outras ?reas de modo a ser compreendido sob um modelo de cientista para o s?culo XXI fundamentado no modelo de cientista claramente inspirado nos autores com os quais ele se identificou ao longo da sua forma??o e atua??o profissional, a exemplo dos tr?s que mais se destacaram na sua rela??o cient?fica: Arquimedes, Leonhard Euler e Cliford Ambrose Truesdell

Made available in DSpace on 2014-12-17T15:04:47Z (GMT). No. of bitstreams: 1 MariaSueliFF.pdf: 1053990 bytes, checksum: e1b0f752b300ce7232435cab9e0841a9 (MD5) Previous issue date: 2006-05-19 / This work presents a contribution for the studies reffering to the use of the History of Mathematics focusing on the improvement of the Teaching and Learning Process. It considers that the History of Matematics, as a way of giving meaning to the discipline and improve the quality of the Teaching and Learning Process. This research focuses on the questions of the students, classified in three categories of whys: the chronological, the logical and the pedagogical ones. Therefore, it is investigated the teaching of the Complex Numbers, from the questions of the students of the Centro Federal de Educa??o Tecnol?gica do Rio Grande do Norte (Educational Institution of Professional and Technology Education from Rio Grande do Norte). The work has the following goals: To classify and to analyse the questions of the students about the Complex Numbers in the classes of second grade of the High School, and to collate with the pointed categories used by Jones; To disccus what are the possible guidings that teachers of Mathematics can give to these questions; To present the resources needed to give support to the teacher in all things involving the History of Mathematics. Finally, to present a bibliographic research, trying to reveal supporting material to the teacher, with contents that articulate the Teaching of Mathematics with the History of Mathematics. It was found that the questionings of the pupils reffers more to the pedagogical whys, and the didatic books little contemplate other aspects of the history and little say about the sprouting and the evolution of methods of calculations used by us as well / Este trabalho busca apresentar uma contribui??o para os estudos referentes ao uso da Hist?ria da Matem?tica visando ? melhoria do processo ensino-aprendizagem. Prop?e que a Hist?ria da Matem?tica seja articulada ao Ensino da Matem?tica, como forma de dar significado ? disciplina e melhorar a qualidade do processo de ensino-aprendizagem. Nesta investiga??o, o foco est? nas indaga??es dos alunos, classificadas em tr?s categorias de porqu?s: o cronol?gico, o l?gico e o pedag?gico. Para tanto, investiga-se o ensino dos n?meros complexos, a partir das quest?es levantadas pelos alunos do Centro Federal de Educa??o Tecnol?gica do Rio Grande do Norte, em Natal. O trabalho tem como objetivos: classificar e analisar os questionamentos dos alunos nas aulas de n?meros complexos, da segunda s?rie do Ensino M?dio, e confront?-los com as categorias apontadas por Jones; discutir quais os poss?veis encaminhamentos que o professor de Matem?tica pode dar a estas quest?es; apresentar os recursos de apoio ao professor no que se refere ? Hist?ria da Matem?tica. Em seguida, apresenta uma pesquisa bibliogr?fica, buscando revelar material de apoio ao professor, com conte?dos que articulassem o Ensino da Matem?tica com a Hist?ria da Matem?tica. Descobrimos que os questionamentos dos alunos referem-se mais aos porqu?s pedag?gicos e que os livros did?ticos pouco contemplam outros aspectos da hist?ria e pouco dizem sobre o surgimento e a evolu??o dos m?todos de c?lculos utilizados por n?s

Made available in DSpace on 2016-08-17T13:54:14Z (GMT). No. of bitstreams: 1 RAIMUNDO SANTOS DE CASTRO.pdf: 868577 bytes, checksum: 1cb44fa7dd80f6f4b2afebd98e83b94e (MD5) Previous issue date: 2009-05-15 / In this study, it is analyzed the conceptions of Mathematics sustained by students of the last period of the course of Degree in Mathematics of the Federal Center of Technological Education of Maranhão, thirst São Luis, and their implications for the pedagogic practice of the future mathematical educator. For his accomplishment of this research was ruled in the qualitative approach, once this has for concern basic to bring the present reality the study object in a dynamic social reality, intextualizando relationships, interactions and implications proceeding of that. For so much, it was made use of the semi-structured interview while methodological procedure. The historical constitution of the teacher's of Mathematics formation is characterized in Brazil, trying to identify the conception of present Mathematics in their phases. It is discussed the Mathematical Education, the Philosophy of the Mathematical Education and the foundations of the school Mathematics, his teaching and her learning. Identifies to the light of the Philosophy of the Mathematics, of the Philosophy of the Mathematical Education, of the History of the Mathematics and of the Mathematical Education, the conceptions of Mathematics sustained by the conclusive students of the Course of Degree in Mathematics of CEFET-MA. Finally, search to discuss and to analyze the possible implications of the conceptions of Mathematics for the educational practice of the future mathematical educator. The reflection about the teacher's conceptions and on the current social practices of such conceptions it can point us the roads for the search of improvements of the teaching that will bring impacts the learning of the and in the Mathematics. In the perceptions of the totality of the subject of the research, some exist points that converge for a Mathematics of specific sense, difficult, disentailed of the external world to her. This sends us to the understanding that there is an absolutist inclination in their conceptions regarding the theme in subject. However, a change perspective appears while horizon. Being, therefore, possible to affirm that the conceptions concerning the Mathematics, his teaching and her learning, sustained by the students come in transition period of an absolutist conception for one that takes into account the produced mathematical knowledge while to know human and with significant applicability in the social contexts out of the school. / Neste estudo, analisam-se as concepções de Matemática sustentadas por estudantes do último período do curso de Licenciatura em Matemática do Centro Federal de Educação Tecnológica do Maranhão, sede São Luís, e suas implicações para a prática pedagógica do futuro educador matemático. A tecitura desta pesquisa pautou-se na abordagem qualitativa, uma vez que esta tem por preocupação básica contextualizar o objeto de estudo numa realidade social dinâmica, intertextualizando relações, interações e implicações advindas daquela. Para tanto, fez-se uso da entrevista semiestruturada enquanto procedimento metodológico. Caracteriza-se a constituição histórica da formação de professores de Matemática no Brasil, tentando identificar a concepção de Matemática presente em suas fases. Discute-se a Educação Matemática, a Filosofia da Educação Matemática e os fundamentos da Matemática escolar, o seu ensino e sua aprendizagem. Identifica-se, à luz da Filosofia da Matemática, da Filosofia da Educação Matemática, da História da Matemática e da Educação Matemática, as concepções de Matemática sustentadas pelos estudantes concludentes do Curso de Licenciatura em Matemática do CEFET-MA. Por fim, busca-se discutir e analisar as possíveis implicações das concepções de Matemática para a prática docente do futuro educador matemático. A reflexão sobre as concepções dos professores e sobre as práticas sociais decorrentes de tais concepções poderá nos apontar os caminhos para a busca de melhorias do ensino que impactará a aprendizagem da e na Matemática. Nas percepções da totalidade dos sujeitos da pesquisa, existem alguns pontos que convergem para uma Matemática de sentido específico, laboral, desvinculada do mundo exterior a ela. Isto nos remete ao entendimento de que há um viés absolutista em suas concepções a respeito do tema em questão. Contudo, uma perspectiva de mudança surge enquanto horizonte. Sendo, portanto, possível afirmar que as concepções acerca da Matemática, seu ensino e sua aprendizagem, sustentadas pelos estudantes apresentam-se em fase de transição de uma concepção absolutista para uma que leva em consideração o conhecimento matemático produzido como saber humano e com aplicabilidade significativa nos contextos sociais fora da escola.

Made available in DSpace on 2016-04-27T16:57:49Z (GMT). No. of bitstreams: 1 Mario Nobuyuki Nakashima.pdf: 868666 bytes, checksum: 7b17e2ec89491026fd3df45adef8c3a3 (MD5) Previous issue date: 2007-03-20 / Secretaria da Educação do Estado de São Paulo / The present work analyzes the treatment given by the press to the Modern Mathematics Movement in Brazil (MMM), especially in São Paulo State, headquarters of the MMM. We had searched on journalistic texts, of 1960-1980, answers for our main research question: which was the role of the press in the MMM? The research sources had been obtained from archives of newspapers named Folha de São Paulo and State of São Paulo. To these newspapers archives were added up newspaper clippings from APOS Osvaldo Sangiorgi s Personal Archive, donated by professor Osvaldo Sangiorgi to the Research Group of the History of Mathematics Education GHEMAT, from Pontifícia Universidade Católica de São Paulo PUC-SP. Firstly, this research had analyzed the academic works about MMM, verifying as these studies had used newspapers articles as research source. Secondly, we had taken as basis the studies of the historian Jacques Le Goff, which had supplied excellent elements to analyze the journalistic texts under the document/monument perspective. We considered, still, Christopher Prochasson s studies, which discuss the interest for private archives along the History of historiographical practices. We also considered the studies of the journalist Florence Aubenas and the studies of the philosopher Miguel Benasayag, because both theorized on the role of the mass media in society. We concluded that there are some factors that justify the support of newspapers in the spreading of MMM, as follows: the close relationship between MMM protagonists and government leaders; the friendship between journalists and MMM divulgers; the valuation given to Mathematics Education in order to reduce dictatorship authoritarianism; and the previous censorship to social and political texts allied to the political impartiality of Mathematics. At the same time, MMM protagonists had used to advantage this spreading to propagate MMM ideology in society / O presente trabalho analisa o tratamento dado pela imprensa ao Movimento da Matemática Moderna no Brasil (MMM), especialmente no Estado de São Paulo, sede do MMM. Buscamos nos textos jornalísticos, de 1960-1980, respostas para a nossa principal questão de pesquisa: qual o papel da imprensa no MMM? As fontes de pesquisa foram angariadas nos arquivos dos jornais Folha de São Paulo e O Estado de São Paulo. Somaram-se a estes os recortes de jornais do APOS- Arquivo Pessoal Osvaldo Sangiorgi, doado pelo professor Osvaldo Sangiorgi para o Grupo de Pesquisa em História da Educação Matemática GHEMAT, da Pontifícia Universidade Católica de São Paulo PUC-SP. Esta pesquisa, num primeiro momento, analisou os trabalhos acadêmicos produzidos sobre o MMM, verificando como esses estudos utilizaram os jornais como fonte de pesquisa. E, em seguida, baseamo-nos nos estudos do historiador Jacques Le Goff, os quais forneceram elementos relevantes para analisar os textos jornalísticos sob a perspectiva de documento/monumento. Consideramos, ainda, os estudos de Christophe Prochasson, que discute o interesse pelos arquivos privados na história das práticas historiográficas, e os estudos da jornalista Florence Aubenas e do filósofo Miguel Benasayag, que teorizam sobre o papel da mídia na sociedade. Concluímos que o estreito relacionamento dos protagonistas do MMM com autoridades do governo, a amizade entre os jornalistas e os difusores do MMM, a valorização do ensino de Matemática como justificativa para minimizar o autoritarismo da ditadura, a censura prévia aos textos políticos e sociais aliada à neutralidade política da Matemática são alguns fatores que justificam o apoio dos jornais na divulgação desse Movimento. Ao mesmo tempo, os protagonistas do Movimento aproveitaram essa divulgação para propagar o ideário do Movimento para a sociedade

Joseph Kampé de Fériet (1893–1982) est un mathématicien lillois, spécialiste international en mécanique des fluides et directeur de l'Institut de mécanique des fluides de Lille (IMFL) depuis sa création en 1929. En se familiarisant avec ce domaine et avec les questions expérimentales grâce à ses travaux de balistique pendant sa mobilisation scientifique à la Commission de Gâvre (1915-1919), ce savant a joué un triple rôle à l'institut. En tant que mathématicien, il a donné une contribution remarquable à la théorie statistique de la turbulence de Taylor-von Kármán à l'aide de la théorie des fonctions aléatoires de Kolmogorov, Khintchine, et Slutsky. En tant qu'expérimentateur, il a participé aux travaux expérimentaux de l'IMFL visant d'une part à étudier la turbulence atmosphérique et d’autre part à légitimer les idées de l'école de Philippe Wehrlé et Georges Dedebant, une école qui s'est constituée au sein de la Commission de la Turbulence Atmosphérique, créée par le ministère de l'Air en 1935. Enfin, en tant que directeur, il a valorisé les liens avec l'industrie et la société lilloise comme il a valorisé ses liens avec les officiers militaires pendant son expérience à Gâvre. Dans notre thèse, nous utiliserons le parcours scientifique et institutionnel de J. Kampé de Fériet - de sa mobilisation à Gâvre (1915) à l’année de sa démission de la direction de l’IMFL (1945) - en tant que prisme pour répondre à des questions plus générales concernant la mécanique des fluides en France pendant la première moitié du XXe siècle, dont certaines, mais pas toutes, apportent des éléments nouveaux qui sont communs à la balistique et aux autres domaines des mathématiques appliquées. / Joseph Kampé de Fériet (1893-1982), a French mathematician of Lille, was an international specialist in fluid mechanics and was director of the Institut de mécanique des fluides de Lille (IMFL) from its creation in 1929. By familiarizing himself with this field and by addressing questions of an experimental nature through his work on ballistics, during his scientific wartime service to the Gâvre Commission (1915-1919), this scientist played a triple role in the institute. As a mathematician, he made a remarkable contribution to Taylor-von Kármán's statistical theory of turbulence using the theory of random functions due to Kolmogorov, Khintchine, and Slutsky. As an experimental scientist, he took part in the experimental work of the IMFL aiming on one hand to study atmospheric turbulence and, on the other hand, to validate the ideas of the school of Philippe Wehrle and Georges Dedebant. This school was formed within the Atmospheric Turbulence Commission, created by the Minister of Air in 1935. Finally, as director of the institute, he strengthened links with industry and society in Lille, in the same way that he reinforced links with military officers during his work in Gâvre.In our thesis, we will use the scientific and institutional career path of J. Kampé de Fériet – from his service at Gâvre (1915) up until the year of his resignation as director of the IMFL (1945) - as a prism by which we will answer further questions of a more general nature regarding fluid mechanics in France during the first half of the twentieth century. Some but not all of these considerations bring to light new elements that are common to ballistics and to other areas of applied mathematics.

La seconde moitié du XXe siècle donna lieu à un accroissement des tentatives de redéfinir en termes opérationnels divers domaines de l'activité sociale tant scientifique, militaire, administratif ou industriel. Ces tentatives tirèrent parti des innovations scientifiques et techniques de la Deuxième Guerre mondiale, puis de la généralisation de l'automatique. Cette thèse en propose une sociologie historique, menée à partir du cas particulier de l’archéologie. Ce domaine scientifique fait alors l’objet d’efforts accrus de disciplinarisation et de professionnalisation. C’est également le cas des mathématiques appliquées puis de l’informatique : cette étude porte précisément sur les rapports établis à l’intersection de ces trois domaines. En France, au cours des années 1950 et 1960, les innovations méthodologiques et conceptuelles y ont été particulièrement importantes. Pourtant, par la suite, leur réception s’est révélée relativement mineure. En archéologie, les innovations relatives aux mathématiques appliquées, à la formalisation du langage et à l’automatique n’ont pas donné lieu au développement d’une spécialité fondée sur le calcul. Cette situation contraste avec celle d’autres disciplines ou d’autres pays, et ceci alors même que les redéfinitions théoriques et méthodologiques de la « New Archaeology » anglophone se diffusaient à l’échelle internationale. La thèse explore les cas de trois entreprises collectives, menées respectivement autour de Georges Laplace, Jean-Claude Gardin et Jean Lesage, entre France, Espagne et Italie. Ces cas sont complétés par ceux d’un ensemble d’acteurs ayant été à la fois ingénieurs et archéologues. D’un point de vue général, cette étude porte sur les statuts cognitifs et sociaux des contributions méthodologiques dans l’activité scientifique. Trois modèles de relations entre spécialistes d’un domaine scientifique et spécialistes des sciences formelles sont identifiés et décrits. Les transformations entraînées par l’introduction des mathématiques et de l’automatique dans la division du travail et la distribution des formes de reconnaissance sont analysées. La réception de ces propositions méthodologiques est discutée à l’aune de différents facteurs et modèles de l’innovation scientifique. Ce sont, au final, des éclairages nouveaux sur le développement de l’archéologie de sauvetage puis préventive et sur la genèse des recours aux technologies « numériques » en sciences de l'homme qui sont proposés.L’analyse tire parti de 82 entretiens, 23 fonds d’archives et de plusieurs jeux de données bibliométriques (pré-existants ou constitués pour cette étude). En écho aux travaux pris pour objets, cette thèse entend également être une proposition et une illustration d’un usage possible de la formalisation et de l’informatique en sciences sociales. Fondées sur l’emploi d’un wiki et les principes de la programmation lettrée et de la reproductibilité des analyses, les architectures documentaire et démonstrative de cette étude font elles-mêmes l’objet d’une analyse. / During the second half of the 20th century, attempts were made to operationally redefine various social activities, including those related to science, the military, administration and industry. These attempts were aided by scientific and technical innovations developed in the Second World War, and subsequently by the increase in use of automation in various domains. This Ph.D. thesis addresses these attempts from a sociohistorical perspective, focusing on the specific case of archaeology. During this period, the domain of archaeology underwent a process of disciplinarisation and professionalisation. The same occurred in applied mathematics and then computer science: this thesis focuses on the relationships between these three domains. In France, during the 1950's and 1960's, there were significant methodological and conceptual innovations. Their subsequent scientific recognition, was, however, relatively minor. In archaeology, innovations related to applied mathematics and automatics did not lead to the emergence of an archaeological speciality based on computation. This situation was in striking contrast to what happened in other scientific domains and in archaeology in other countries, where new theoretical and methodological Anglophone definitions in ‘New Archaeology’ were spreading worldwide.This thesis explores three collective attempts to redefine the conceptual and methodological basis of archaeology, led by Georges Laplace, Jean-Claude Gardin and Jean Lesage, across France, Spain and Italy. These cases are completed by other people who had significant careers in both engineering and archaeology. In general, this thesis studies a scientific activity by investigating the cognitive and social aspects of peoples’ methodological contributions. Three models of the relationships between experts in a scientific domain and experts in an applied science (here mathematics and computing) are empirically identified and described. The effects of introducing mathematical and automation procedures on the division of labour and the distribution of recognition are analysed. The success or failure of the methodological propositions are discussed with reference to several factors and models of scientific innovation. This thesis generates new information on the development of rescue and preventive archaeology and on the use of digital technologies in human sciences.The analysis draws on 82 interviews, 23 archives and several bibliometric datasets (extracted from pre-existing databases or constructed for the purpose of this research). Mirroring the archaeological propositions under study, this research also intends to illustrate the possible use of computing and formalised procedures in social sciences. The documentation and demonstrative principles underlying this work, implemented by using Wiki, the methods of literate programming and reproducible research, are themselves analysed.