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