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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
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19648 |
| Date | 15 August 2014 |
| Creators | Angelo, Cristiane Borges |
| Contributors | 12432962249, http://lattes.cnpq.br/4490674057492872, Noronha, Claudianny Amorim, 59388374215, http://lattes.cnpq.br/3258090174478169, Pereira, Francisco de Assis, 08613451420, http://lattes.cnpq.br/4147987722156261, Lucena, Izabel Cristina Rodrigues de, 38149877215, Sad, L?gia Arantes, 57957525768, http://lattes.cnpq.br/1714140036102231, Silva, Ros?lia de F?tima e, 32264046449, http://lattes.cnpq.br/2560174506689869, Nobre, S?rgio Roberto, http://lattes.cnpq.br/4586329424897878, 77814673887, Mendes, Iran Abreu |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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