Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-09-03T14:37:02Z No. of bitstreams: 1 DISSERTACAO THIAGO VICENTINI versao final homologada.pdf: 4848195 bytes, checksum: 3f2f02a4f9197c713b4a6b157130b8b9 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-09-05T14:41:17Z (GMT) No. of bitstreams: 1 DISSERTACAO THIAGO VICENTINI versao final homologada.pdf: 4848195 bytes, checksum: 3f2f02a4f9197c713b4a6b157130b8b9 (MD5) / Made available in DSpace on 2018-09-05T14:54:21Z (GMT). No. of bitstreams: 1 DISSERTACAO THIAGO VICENTINI versao final homologada.pdf: 4848195 bytes, checksum: 3f2f02a4f9197c713b4a6b157130b8b9 (MD5) Previous issue date: 2018-03-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research contains information on four collections of textbooks of the Chemical component approved in the PNLD of 2015 address the chemical knowledge, promoting requisites for the formation of mental representations, in Peirce (1974), and avoiding epistemological obstacles, in Bachelard. For this analysis, chapters of Chemical Reactions, Chemical Kinetics and Alcohol function were selected as sources of texts for the investigation, due to the importance of this knowledge for the academic level of Basic Education. The texts were analyzed qualitatively, relating the main characteristics of the essays of the chapters with the theoretical assumptions that guided the investigation. With respect to the approach of aspects of chemical knowledge and mental representations, the analysis aimed to understand convergent characteristics in the writing of the texts with the theory of Jonhstone, assumptions of Mortimer and the semiotic theory of Peirce. With regard to the epistemological obstacles, tables were built to identify and categorize the impediments identified in the texts. With the end of the analysis, it was understood that the books do not have the same properties regarding the ways of approaching chemical knowledge, and most of the texts presented deficiencies in relation to the phenomenological approach. Regarding mental representations, most of the books did not demonstrate adequate characteristics, mainly related to the First level, initial stage for the formation of a mental representation. Regarding the epistemological obstacles, a small quantity was identified, not having any relevance to impair the learning of the chemical knowledge present in the textbooks. / Esta pesquisa teve por objetivo compreender como as quatro cole??es de livros did?ticos do componente Qu?mica aprovados no PNLD de 2015 abordam os conhecimentos qu?micos, na perspectiva de Johnstone (1993) e Mortimer, Machado e Romanelli (2000), como promovem requisitos para forma??o de representa??es mentais, em Peirce (1974), e como se comportam em rela??o aos obst?culos epistemol?gicos, em Bachelard (1996). Para esta an?lise, foram selecionados cap?tulos de Rea??es Qu?micas, Cin?tica Qu?mica e Fun??o ?lcool como fontes de textos para a investiga??o, devido ? import?ncia desses conhecimentos para o n?vel acad?mico da Educa??o B?sica. Os textos foram analisados qualitativamente, relacionando as principais caracter?sticas das reda??es dos cap?tulos com os pressupostos te?ricos que orientam a investiga??o. Por meio da an?lise empreendida, conclui-se que as obras n?o possuem as mesmas propriedades referentes aos modos de abordar os conhecimentos qu?micos, tendo a maioria dos textos apresentados defici?ncias em rela??o ? abordagem fenomenol?gica. Sobre as representa??es mentais, grande parte dos livros n?o demonstraram caracter?sticas adequadas, principalmente relacionadas com a primeiridade, est?gio inicial para a forma??o de uma representa??o mental. Referentes aos obst?culos epistemol?gicos, uma quantidade pouco significativa foi identificada, n?o tendo relev?ncia em rela??o ? aprendizagem dos conhecimentos qu?micos presentes nos livros did?ticos.

Made available in DSpace on 2014-12-17T14:36:24Z (GMT). No. of bitstreams: 1 MerciaOP_TESE.pdf: 1133404 bytes, checksum: 81953bfb8e7bacc94a6b29fea8929367 (MD5) Previous issue date: 2010-12-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In Mathematics literature some records highlight the difficulties encountered in the teaching-learning process of integers. In the past, and for a long time, many mathematicians have experienced and overcome such difficulties, which become epistemological obstacles imposed on the students and teachers nowadays. The present work comprises the results of a research conducted in the city of Natal, Brazil, in the first half of 2010, at a state school and at a federal university. It involved a total of 45 students: 20 middle high, 9 high school and 16 university students. The central aim of this study was to identify, on the one hand, which approach used for the justification of the multiplication between integers is better understood by the students and, on the other hand, the elements present in the justifications which contribute to surmount the epistemological obstacles in the processes of teaching and learning of integers. To that end, we tried to detect to which extent the epistemological obstacles faced by the students in the learning of integers get closer to the difficulties experienced by mathematicians throughout human history. Given the nature of our object of study, we have based the theoretical foundation of our research on works related to the daily life of Mathematics teaching, as well as on theorists who analyze the process of knowledge building. We conceived two research tools with the purpose of apprehending the following information about our subjects: school life; the diagnosis on the knowledge of integers and their operations, particularly the multiplication of two negative integers; the understanding of four different justifications, as elaborated by mathematicians, for the rule of signs in multiplication. Regarding the types of approach used to explain the rule of signs arithmetic, geometric, algebraic and axiomatic , we have identified in the fieldwork that, when multiplying two negative numbers, the students could better understand the arithmetic approach. Our findings indicate that the approach of the rule of signs which is considered by the majority of students to be the easiest one can be used to help understand the notion of unification of the number line, an obstacle widely known nowadays in the process of teaching-learning / Na literatura especializada na ?rea de Matem?tica, existem registros que ressaltam as dificuldades enfrentadas no processo de ensino/aprendizagem de n?meros inteiros. Tais dificuldades, vivenciadas e superadas pelos matem?ticos do passado por um longo per?odo, tornam-se obst?culos epistemol?gicos que se imp?em a alunos e professores na atualidade. Este trabalho cont?m os resultados de uma pesquisa desenvolvida na cidade de Natal (RN) no decorrer no primeiro semestre de 2010, em uma escola p?blica estadual de educa??o b?sica e em uma universidade p?blica federal e envolveu 45 alunos assim discriminados: 20 do ensino fundamental, 9 do ensino m?dio e 16 do ensino superior. Teve-se como objetivo central identificar, de um lado, a abordagem da justificativa da multiplica??o entre n?meros inteiros que ? mais bem compreendida pelos alunos e de outro, os elementos presentes nas justificativas que contribuem para a supera??o dos obst?culos epistemol?gicos nos processos de ensino e aprendizagem de n?meros inteiros. Para tanto, procurou-se determinar em que medida os obst?culos epistemol?gicos enfrentados pelos alunos na aprendizagem de n?meros inteiros aproximam-se das dificuldades vivenciadas pelos matem?ticos ao longo da hist?ria da humanidade. Em decorr?ncia da natureza do objeto de pesquisa buscaram-se, no referencial te?rico, os estudos relativos ao cotidiano do ensino de Matem?tica e os te?ricos que se dedicam ao processo de constru??o do conhecimento. Foram elaborados dois instrumentos de pesquisa com a finalidade de apreender as seguintes informa??es sobre os sujeitos pesquisados: vida estudantil; diagn?stico dos conhecimentos de n?meros inteiros e suas opera??es, em especial da multiplica??o de dois n?meros inteiros negativos; compreens?o de quatro justificativas diferentes elaboradas pelos matem?ticos para a regra dos sinais na multiplica??o. No trabalho de campo identificou-se, dentre as abordagens aritm?tica, geom?trica, alg?brica e axiom?tica dadas ao produto de dois n?meros negativos, que os alunos compreendiam melhor a que usava argumentos aritm?ticos. Os resultados obtidos indicam que a justificativa para a regra de sinais que ? considerada de mais f?cil compreens?o pela maioria dos alunos dos ensinos fundamental, m?dio e superior pode ser usada para facilitar a compreens?o da unifica??o da reta num?rica, um obst?culo amplamente identificado no processo de ensino/aprendizagem na atualidade

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

Made available in DSpace on 2014-12-17T15:51:30Z (GMT). No. of bitstreams: 1 ZwylaACG_DISSERT.pdf: 3099935 bytes, checksum: 49f96d8da86618ad08c3612c793ae516 (MD5) Previous issue date: 2012-08-28 / The study consists in an analysis of researches with tourism issues, in Master s and Doctoral level, investigating their epistemological trends, regarding the type of study that is being produced and the methods used. It is characterized as exploratory, documental and bibliographical, having undertaken a cross-sectional study which covers the period from 2007 to 2011. It analyzes the context of academically production in tourism, the nature of these researches, the methodological aspects adopted in these theses and dissertations, the philosophical inclinations and the coherence and contribution of the same. This research uses, the Digital Library of Theses and Dissertations (BDTD) and the secretariats of the Academic Centers of the Federal University of Rio Grande do Norte (UFRN) as means to collect data. It employs the technique of sampling by judgment and undertakes the research in various Academic Centers in UFRN, using the method of content analysis. It shows that, from the 643 studies analyzed, 43 of them have themes related to tourism, which characterized this study sample. This study realizes that PPGA is the largest producer of researches on tourism issues, ahead of PPGTur, which ranks the third position, in this aspect. Also realizes that all surveys analyzed are crosssectional and the theme further investigated, with 21% of the sample, is related to the marketing aspects of tourism, with the theme Directors of Hotels and Restaurants (DHR) . This research demonstrates that all sample surveys make use of interviews, and these are, mostly, structured. Also realizes that most of these studies, with 21% of the sample, employ the method of content analysis. The references in Portuguese are surveyed about five times more than the ones in other languages. It estimates that more than half of the sample is characterized as positivist, associated with aspects of functionalism. A minority of 21% of these researches seeks to identify and recommend solutions to the tourism issues, or even represent part of them. This research concludes that the studies in tourism are mostly unifocal, being driven by issues related to the touristic trade. PPGTur produces a number still unrepresentative of studies. The theses and dissertations of the sample are limited and/or unable to analyze the changes of the phenomenon caused by the time. The studies from the sample present criteria and make use of other methods and techniques to associate with the interviews and content analysis to obtain more solid and reliable data and results. They use a low number of references in languages other than Portuguese. Most of these studies, characterized as positivist-functionalist, investigate the functioning, planning, coordination and expectations in organizations, leaving aside other issues, also relevant for tourism. The number of studies aimed at identifying solutions to the problems of tourism, or that even represents part of them, is not expressive / O estudo consiste numa an?lise das pesquisas com tem?ticas em turismo, em n?vel de mestrado e doutorado, investigando suas tend?ncias epistemol?gicas, no que concerne ao tipo de estudo que vem sendo produzido e aos m?todos utilizados. Caracteriza-se como explorat?rio, documental e bibliogr?fico, tendo empreendido uma pesquisa transversal que compreende o per?odo de 2007 a 2011. Analisa o contexto das produ??es acad?micas em turismo, a natureza dessas pesquisas, os aspectos metodol?gicos adotados nessas teses e disserta??es, as inclina??es filos?ficas e a coer?ncia e contribui??o das mesmas. Utiliza como meio para coleta de dados a Biblioteca Digital de Teses e Disserta??es (BDTD) e as secretarias dos Centros Acad?micos da Universidade Federal do Rio Grande do Norte (UFRN). Emprega a t?cnica de amostragem por julgamento, e empreende a investiga??o nos diversos Centros Acad?micos da UFRN, fazendo uso do m?todo de an?lise de conte?do. Mostra que, das 643 pesquisas analisadas, 43 delas possuem tem?ticas relacionadas ao turismo, o que caracterizou a amostra do presente estudo. Constata que o PPGA ? o maior produtor de pesquisas com tem?ticas em turismo, estando ? frente do PPGTur, que ocupa o terceiro lugar, neste aspecto. Observa que todas as pesquisas analisadas s?o transversais e a tem?tica mais investigada, com 21% da amostra, est? relacionada aos aspectos mercadol?gicos do turismo, com tema Administra??o de Hot?is e Restaurantes (AHR) . Demonstra que todas as pesquisas da amostra fazem uso de entrevistas, sendo essas, em sua maioria, estruturadas. Percebe que a maior parte desses estudos, com 21% da amostra, emprega o m?todo de an?lise de conte?do. Pesquisam-se cerca de 5 vezes mais refer?ncias em portugu?s que em outros idiomas. Avalia que mais da metade da amostra caracteriza-se como positivista, associada aos aspectos do funcionalismo. Uma minoria de 21% dessas pesquisas busca identificar e recomendar solu??es ?s problem?ticas do turismo, ou mesmo representar parte delas. Conclui que os estudos em turismo s?o, em sua maioria, unifocais, sendo movidos por tem?ticas relacionadas ao trade tur?stico. O PPGTur produz um n?mero ainda pouco representativo de estudos. As teses e disserta??es da amostra s?o limitadas e/ou impossibilitadas de analisar as mudan?as do fen?meno provocadas pelo tempo. Apresentam crit?rios e se utilizam de outros m?todos e t?cnicas para associar-se ?s entrevistas e ? an?lise de conte?do, obtendo dados e resultados mais s?lidos e confi?veis. Utilizam um baixo n?mero de refer?ncias em outros idiomas que n?o o portugu?s. A maior parte dessas pesquisas, caracterizadas como positivistafuncionalistas, investiga o funcionamento de organiza??es, planejamento, coordena??o, expectativas, entre outros, deixando de lado outras tem?ticas, tamb?m relevantes do turismo. ? pouco expressivo o n?mero de estudos que busca identificar solu??es ?s problem?ticas do turismo, ou mesmo, que representa parte delas

Made available in DSpace on 2014-12-17T14:35:53Z (GMT). No. of bitstreams: 1 ValdeciS.pdf: 571587 bytes, checksum: 5b1f79ea57b1f1783ecefd3cb316e648 (MD5) Previous issue date: 2008-09-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study - Biologist s formative speech about death. Nuances and metaphors from knowing that the subject of do not want to know - shows a marginal cognitive construction in scientific education from biologist - death. It considered as obvious that death is a theme that covers both the scientific education from biologist and the division of the subject, and concerns the splitting of the double life-death and the principles of inclusion and exclusion of the subject. Part of sensitive question: What is the epistemological weave who supports biologist's speech about death? It is constituted an object of study of the biologist s speech on death. It is advocated the thesis that: Death is an epistemological obstacle announcing for something always aims to escape from the perspective of knowledge, especially of scientific knowledge because, since it is understood as cognitive learning about the disruption of biological phenomenon life which is involved on weave of imaginary and symbolic constructions about the finiteness of life; it has constituted a metaphorical knowing - encouraged by the noisy silence - which does not allow to know in full, mobilizing hence subject in searching for transitional truths that reduce the ontological being-mortal anguish centered in subjective dimension involved in the act of knowing. From this movement of search that the object mental life after death wins a symbolic value that requires a real-looking multi-referential for the study of biology - life - and its implications: the finiteness of life, especially by moving the omnipotence of scientific objectivity expressed by signs and symbols that seek say the completeness of scientific knowledge-, signaling thus the existence of the dynamics of incompleteness implicit in subjectivity that supports knowledge relating to the double, life and death, and to the temporality of the existence of Homo sapiens sapiens, with the axis guiding the desire of the subject, do not want to know about death, implicit in the mechanisms objective-subjective founded by non-said of death is the epistemology of the existence of objective-subjective subject, whose core is the negation of death. The theoretical methodological knowing web is anchored in the multi-reference which favors a transit by theoretical current, as the Psychoanalysis, bachelardian philosophy, the epistemology of complexity, the Thanatology, the Social Psychology, and Etnocenology, and Understanding Interview. The unveiling of the study object from the analysis of oral speech of eleven biologists who serve in high school, from three main guiding: Death in the history of life,Death in biologist s academic education and, Conceptions about concepts / Este estudo - O discurso formativo do bi?logo sobre a morte. Matizes e met?foras do saber que o sujeito n?o deseja saber - evidencia uma constru??o cognitiva marginal na forma??o cient?fica do bi?logo - a morte. Considera como evidente que a morte ? um tema que abrange, simultaneamente, a forma??o cient?fica do bi?logo e a cis?o do sujeito, e diz respeito ? cis?o do duplo vida-morte e aos princ?pios de inclus?o e de exclus?o do sujeito. Parte da quest?o sensibilizadora: Qual a tessitura epist?mica que fundamenta o discurso do bi?logo sobre a morte? Constitui objeto de estudo o discurso do bi?logo sobre a morte. Defende a tese que: A morte ? um obst?culo epistemol?gico anunciador de que algo, sempre, escapar? na perspectiva objetiva do conhecimento, especialmente do conhecimento cient?fico, visto que, compreendida como a constru??o cognitiva sobre a ruptura do fen?meno biol?gico vida, est? implicada na tessitura de constru??es imagin?rias e simb?licas sobre a finitude da vida; constitui-se um saber metaf?rico fomentado pelo sil?ncio ruidoso -, que n?o se permite conhecer por inteiro, mobilizando, assim, o sujeito ? busca/procura de verdades transit?rias que reduzam a ang?stia ontol?gica de ser-mortal nucleada na dimens?o subjetiva implicada no ato de conhecer. ? nesse movimento de busca/procura que o objeto mental vida p?s-morte ganha um valor simb?lico-real que requer um olhar multirreferencial para o objeto de estudo da Biologia a vida e a sua implica??o: a finitude da vida, especialmente, por deslocar a onipot?ncia da objetividade cient?fica expressa por signos e s?mbolos que procuram dizer da completude do conhecimento cient?fico -, sinalizando, assim, a exist?ncia da din?mica da incompletude impl?cita na subjetividade que fundamenta a constru??o de saberes relativos ao duplo vida-morte e ? temporalidade da exist?ncia do Homo sapiens sapiens, tendo como eixo norteador o desejo do sujeito, de n?o desejar saber sobre a morte, impl?cito nos mecanismos objetivos-subjetivos fundamentados pelo n?o-dito da morte que constitui a epistemologia da exist?ncia do sujeito objetivo-subjetivo, cujo n?cleo ? a nega??o da morte. A teia epist?mica te?rico-metodol?gica ancora-se na Multirreferencialidade que favorece um tr?nsito por correntes te?ricas, como, a Psican?lise, a filosofia bachelardiana, a epistemologia da complexidade, a Tanatologia, a Psicologia Social, e a Etnocenologia, e na Entrevista Compreensiva. O desvelamento do objeto de estudo parte da an?lise dos discursos orais de onze bi?logas que atuam no Ensino M?dio da Educa??o B?sica, a partir de tr?s eixos norteadores: A morte na hist?ria de vida, A morte na forma??o acad?mica do bi?logo e, Concep??es sobre conceitos

Made available in DSpace on 2014-12-17T15:04:50Z (GMT). No. of bitstreams: 1 MartaFA.pdf: 422236 bytes, checksum: c082c32935e784fcbc231f73fd326d64 (MD5) Previous issue date: 2008-06-26 / The present study seeks to present a historico-epistemological analysis of the development of the mathematical concept of negative number. In order to do so, we analyzed the different forms and conditions of the construction of mathematical knowledge in different mathematical communities and, thus, identified the characteristics in the establishment of this concept. By understanding the historically constructed barriers, especially, the ones having ontologicas significant, that made the concept of negative number incompatible with that of natural number, thereby hindering the development of the concept of negative, we were able to sketch the reasons for the rejection of negative numbers by the English author Peter Barlow (1776 -1862) in his An Elementary Investigation of the Theory of Numbers, published in 1811. We also show the continuity of his difficulties with the treatment of negative numbers in the middle of the nineteenth century / O presente estudo visa apresentar um incurso hist?rico-epistemol?gico no desenvolvimento do conceito matem?tico de n?mero negativo. Para tanto, inter-relacionamos as diferentes formas e condi??es de constru??o do conhecimento matem?tico e, assim, identificando as conseq?entes caracter?sticas no estabelecimento do referido conceito, em diferentes comunidades matem?ticas e momentos hist?ricos. Com isso, diante de um entendimento das barreiras constru?das historicamente perante o conceito de n?mero negativo, especialmente, as de origem ontol?gicas, que incompatibilizava o conceito de n?mero negativo com o conceito de n?mero natural, impedindo o desenvolvimento do conceito de n?mero negativo. Assim, esbo?amos as raz?es de rejei??o aos n?meros negativos, como ra?zes de equa??es, pelo ingl?s Peter Barlow (1776 1862) em An Elementary Investigation of the Theory of Numbers, publicada em 1811. N?s tamb?m diagnosticamos a continuidade das dificuldades com o tratamento com os n?meros negativos, j? em pleno transcurso do s?culo XIX