scholarly journals Os Saberes Matemáticos na Formação de Professores Efetivos no Paraná da Primeira República

2018 ◽  
Vol 11 (1) ◽  
pp. 34
Author(s):  
Iara Da Silva França ◽  
Antonio Flavio Claras
Keyword(s):  
Cultural History ◽  
Primary Education ◽  
Effective Teachers ◽  
Mathematical Knowledge ◽  
History Of Education ◽  
Primary Teachers ◽  
Mathematical Education ◽  
First Republic ◽  
History Of ◽  
Teaching Programs

Os professores primários paranaenses denominados efetivos tinham formação diferente daquela ofertada pela Escola Normal e possuíam, em sua maioria, somente o Curso Primário. Nos estudos aqui apresentados interessou-nos saber que saberes matemáticos o curso primário proporcionava a esses futuros professores efetivos durante a Primeira República. Amparados na história cultural, buscamos respostas nos documentos oficiais pertinentes, em especial, nos Programas de Ensino. O estudo evidencia para os professores efetivos da Primeira República uma formação geral, com os saberes necessários a ensinar, carecendo em grande medida, dos saberes para ensinar matemática. As mudanças ocorridas nos Programas buscavam sustentar a finalidade do ensino primário, sem proporcionar a formação para ensinar, visto não ser essa a sua finalidade.Palavras-chave: História da Educação. Formação de Professores. Saberes Matemáticos.AbstractThe primary teachers of Paraná called effective had different formation from that offered by the Normal School and had, in their majority, only the Primary Course. In the studies presented here, we were interested to know what mathematical knowledge the primary course provided to these future effective teachers during the First Republic. Based on cultural history, we seek answers in the pertinent official documents, especially in the Teaching Programs. The study shows for the effective teachers of the First Republic a general formation, with the necessary knowledge to teach, lacking in great measure, the knowledge to teach mathematics. The changes that occurred in the Programs sought to support the purpose of primary education, without providing the training to teach, since this is not its purpose.Keyword: History of Education. Mathematical Education. Mathematical Knowledge.

scholarly journals Reorganização da Instrução Pública em Santa Catarina: Saberes Matemáticos no Programa dos Grupos Escolares de 1920

2018 ◽  
Vol 11 (1) ◽  
pp. 80 ◽  
Author(s):  
Yohana Taise Hoffmann ◽  
David Antonio da Costa
Keyword(s):  
Mathematical Knowledge ◽  
Daily Life ◽  
History Of Education ◽  
Mathematical Education ◽  
Santa Catarina ◽  
Normative Documents ◽  
History Of ◽  
The Subject ◽  
Intuitive Method

Este texto tem como objetivo analisar o Programa de Ensino dos Grupos Escolares de 1920 de Santa Catarina, privilegiando conteúdos e métodos prescritos relativos aos saberes matemáticos. A partir dos estudos de Valente (2015, 2016) e Trouvé (2008), são tomadas as categorias elementar e rudimentar caracterizadas por Condorcet e Pestalozzi. Arrolando demais documentos normativos e dialogando com as pesquisas realizadas no âmbito da história da educação e da história da educação matemática traçou-se um cenário educacional catarinense. Evidenciamse as características do método intuitivo, com os exercícios práticos que desenvolvem o raciocínio dos alunos, a matéria “lições de coisas” com a utilização de objetos e o uso de instrumentos associados à vida diária dos alunos. Sendo a natureza do ensino dos saberes matemáticos, rudimentares.Palavras-chave: Saber matemático. Elementar. Rudimentar. Condorcet. Pestalozzi.AbstractThis text aims to analyze the Program of Teaching of School Groups of 1920 of Santa Catarina, privileging contents and prescribed methods related to mathematical knowledge. From the studies of Valente (2015, 2016) and Trouvé (2008), the elementary and rudimentary categories characterized by Condorcet and Pestalozzi are taken. Listing other normative documents and dialoguing with the researches carried in the context of the history of education and the history of mathematical education a Santa Catarina educational scenario was traced. They are evidenced the characteristics of the intuitive method, with the practical exercises that develop students’ reasoning, the subject “lessons of things” with the use of objects and the use of instruments associated with the daily life of students. Being the nature of the teaching of mathematical, rudimentaryKeywords: Know mathematical. Elementary. Rudimentary. Condorcet. Pestalozzi

scholarly journals Moral and civism in higher education

2020 ◽  
Vol 20 ◽  
pp. 467-488
Author(s):  
Rudimar Gomes Bertotti ◽  
Gisele Rietow Bertotti
Keyword(s):  
Higher Education ◽  
National Security ◽  
Cultural History ◽  
History Of Education ◽  
Social World ◽  
Economic Plan ◽  
Secondary Sources ◽  
The Social ◽  
History Of ◽  
Teaching Programs

This article aimed to investigate the bibliography of the Study of Brazilian Problems (PBS) discipline at the Federal University of Paraná (UFPR) between 1971 and 1984. It was used primary and secondary sources, which unveiled the theoretical corpus that supported BPS teaching at UFPR. Some methodological elements of Cultural History were mobilized based on the understanding that individuals and groups grasp the social world and share it in a particular way, producing strategies and practices (political, social and educational) (Chartier 2002). Finally, the analysis revealed that BPS’ teaching programs were based on a bibliographic diversity, marked by books that were aligned with the Doctrine of the National Security and Development (DNSD), but which appeared alongside the works of some anti-regime authors. And that bibliographic focused on national problems denoted adherence to a larger DNSD policy aimed at encouraging the participation of university youth in the national political and economic plan.   Keywords: Brazilian Problems Study. Dictatorship. Teaching programs. Bibliography. History of Education.

scholarly journals Joaquim de Oliveira Santos e a modernização da aritmética da escola primária ludovicense

2021 ◽  
Vol 7 (2) ◽  
pp. 13
Author(s):  
Maria do Carmo Alves da Cruz ◽  
Neuza Bertoni Pinto
Keyword(s):  
Elementary School ◽  
Cultural History ◽  
History Of Mathematics ◽  
History Of Education ◽  
Primary Teachers ◽  
Quality Of Education ◽  
Central Question ◽  
School History ◽  
History Of

Este estudo tem como objetivo compreender as contribuições do professor Joaquim de Oliveira Santos na modernização da Aritmética da Escola Primária ludovicense. O texto busca responder ao questionamento central: quais as contribuições de Joaquim de Oliveira Santos na modernização da aritmética da escola primária ludovicense? Para tanto, vale-se do aporte teórico-metodológico ancorado na História Cultural, com base nos trabalhos de Chartier (2017), e na História da educação matemática, com base em Valente (2017) e Pinto (2017). Quanto ao corpus investigativo, as fontes incluem documentos oficiais e, principalmente, livros didáticos escritos pelo professor. A produção do professor Joaquim de Oliveira Santos, identificada nos documentos aos quais tivemos acesso, evidencia incessante busca pela modernização da Aritmética da escola primária ludovicense, bem como pela melhor qualidade da formação de professores primários maranhenses em tempos da vaga intuitiva. As análises permitem inferir que o professor Joaquim de Oliveira Santos desenvolveu trabalhos com vistas à modernização da Aritmética do ensino primário em São Luís, em harmonia com aquilo que era evidenciado no cenário educacional em níveis nacional e internacional.Joaquim de Oliveira Santos and the modernization of arithmetic in the Ludovician primary schoolThis study aims to understand the contributions of Professor Joaquim de Oliveira Santos in the modernization of Arithmetic at Escola Primária Ludovicense. The text seeks to answer the central question: what are the contributions of Joaquim de Oliveira Santos in the modernization of Arithmetic at Elementary School Ludovicense? For that, it makes use of the theoretical-methodological contribution anchored in Cultural History, based on the works of Chartier (2017), the History of Mathematics Education, Valente (2017), Pinto (2017). As for the investigative corpus, the sources include official documents, and mainly textbooks written by the professor. The production of teacher Joaquim de Oliveira Santos, identified in the documents to which we had access, shows the teacher's incessant search for the modernization of Arithmetic in the ludovician Elementary School, as well as for the better quality of education for primary teachers in Maranhão, in times of the intuitive wave. The analyzes allow us to infer that Professor Joaquim de Oliveira Santos developed works with a view to modernizing Arithmetic in primary education in São Luís, in harmony with what was evident in the educational scenario at national and international levels.Keywords: Joaquim de Oliveira Santos; Teaching math; Primary School; History of Education in Maranhão.

A Cultural History of Education in the Modern Age

2020 ◽  
Keyword(s):  
Cultural History ◽  
Life Histories ◽  
History Of Education ◽  
Political Transformation ◽  
Modern Age ◽  
History Of ◽  
Children And Childhood ◽  
Essential Resource ◽  
Literature Culture ◽  
The Many

The twentieth century brought profound and far-reaching changes to education systems globally in response to significant social, economic, and political transformation. This volume draws together work from leading historians of education to present a tapestry of seminal and enduring themes that characterize the many educational developments since 1920. An essential resource for researchers, scholars, and students in history, literature, culture, and education, A Cultural History of Education in the Modern Age presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories.

scholarly journals João Barbalho school group: place for promotion of education in hygienic standards (Pernambuco, 1922-1931)

2019 ◽  
Vol 18 (3) ◽  
pp. 601-620
Author(s):  
Adlene Silva Arantes
Keyword(s):  
Physical Education ◽  
Cultural History ◽  
History Of Education ◽  
Intelligence Tests ◽  
Educational Legislation ◽  
Proper Functioning ◽  
School Group ◽  
History Of ◽  
The Creation ◽  
Education In Brazil

We seek to understand the medical orientation to promote hygienic education in the João Barbalho school, a structure created to be the model of a republican school institution in Pernambuco. The period covers the creation of the Group and the process of expansion of these institutions in Pernambuco. Required documents, reports of school groups, educational legislation, and hygiene theses of the studied period were analyzed. This research is based theoretically and methodologically on the assumptions of cultural history, and studies related to the history of education in Brazil. We perceive that Pernambuco school groups were formed late compared to groups from other Brazilian states. To ensure the proper functioning guidelines, should be followed: the practice of physical education, anthropometric examinations, and intelligence tests to establish the profile of students for the constitution of homogeneous classes intellectually, physically and racially.

A Cultural History of Education in the Renaissance

2020 ◽  
Keyword(s):  
Cultural History ◽  
Life Histories ◽  
Knowledge Society ◽  
History Of Education ◽  
Educational Institutions ◽  
History Of ◽  
Children And Childhood ◽  
Essential Resource ◽  
Literature Culture

Education was the fuel for the communication and knowledge society of the Renaissance. This period saw increasing investments in educational institutions to meet the growing demand for literacy in the context of a religiously divided Europe with growing cities and emerging central governments. An essential resource for researchers, scholars, and students in history, literature, culture, and education, A Cultural History of Education in the Renaissance presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories.

scholarly journals A HISTÓRIA POR TRÁS DA ORIGEM DO UNIFORME AZUL E BRANCO DAS NORMALISTAS DO RIO DE JANEIRO THE HISTORY BEHIND THE ORIGIN OF THE BLUE AND WHITE UNIFORM NORMALISTS OF RIO DE JANEIRO

RevistAleph ◽  
2018 ◽  
Author(s):  
Fábio Souza Lima
Keyword(s):  
Empirical Research ◽  
Rio De Janeiro ◽  
History Of Education ◽  
Primary Teachers ◽  
Documentary Sources ◽  
History Of ◽  
The City

Inserido no campo de história da educação este artigo tem por objetivo analisar como foi constituído o famoso uniforme das normalistas da Cidade do Rio de Janeiro. Nesse sentido, abordamos questões relacionadas a história do Curso Normal e de seus distintivos sociais. Tendo os anos 1900 a 1910 como recorte temporal, buscamos contribuir para o campo no sentido conhecer melhor as bases da formação de professores primários na capital do Brasil. Nossa metodologia foi pautada no trabalho com fontes documentais, com ênfase na legislação escolar e na pesquisa empírica realizada nos acervos do Instituto de Educação Carmela Dutra e do Instituto Superior de Educação do Rio de Janeiro.Inserted in the field of history of education this article has as objective to analyze how the famous uniform of the normalists of the City of Rio de Janeiro was constituted. In this sense, we address issues related to the history of the Normal Course and its social distinctives. Since the years 1900 to 1910 as a temporal cut, we seek to contribute to the field in order to better understand the bases of the formation of primary teachers in the Brazilian capital. Our methodology was based on work with documentary sources, with emphasis on school legislation and empirical research carried out in the collections of the Carmela Dutra Institute of Education and the Higher Institute of Education of Rio de Janeiro.

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