Navegando por Palavras-chave "Finalidades De Ensino"

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    As Artes De Medir: Saberes Matemáticos No Ensino Primário De São Paulo, 1890 - 1950
    (Universidade Federal de São Paulo (UNIFESP), 2018-10-01) Trindade, Deoclecia De Andrade [UNIFESP]; Silva, Maria Celia Leme Da [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This Text Is The Result Of A Research In The History Of Mathematical Education That Has As Its Theme The Knowledge Measures In The Guidelines For Primary School In São Paulo/Brazil, 1890-1950. With The Intention Of Characterizing Historically The Mobilizations And Purposes Of Teaching Of The Knowledge Measures In The Proposals For The School, In This Study It Was Admitted As Sources The Teaching Programs Of São Paulo, Manuals And Journals Published In The Period. The Research Was Subsidized By Elements Of Cultural History (Chartier, 2000), School Culture (Julia, 2001) And More Specifically By The History Of The School Subjects (Chervel, 1990). From This Theoretical-Methodological Apparatus, Readings Of The Composition Of Different Subjects, Such As Arithmetic, Geometry And Drawing, Confirmed The Thesis That The Knowledge Measures, By Its Own Statute In The Primary School, Is Configured By Different Mobilizations And Purposes, Which Constitutes Such As "Arts Of Measuring", Which Sometimes Resulted From The Dia
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    Saberes Matemáticos Na Matéria Trabalhos Manuais: Processos De Escolarização Do Fazer, São Paulo E Rio De Janeiro (1890-1960)
    (Universidade Federal de São Paulo (UNIFESP), 2018-08-20) Frizzarini, Claudia Regina Boen [UNIFESP]; Silva, Maria Celia Leme Da [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This Research Aims At Analyzing How And What Mathematical Knowledge Are Articulated With The Subject Manual Work During The Primary School In The States Of São Paulo And Rio De Janeiro, Places Of Dissemination Of Education Ideals. The Research Period Is Delimited According To The Performance Of The Manual Works As A School Subject In The Primary Programs Of São Paulo And Rio De Janeiro States (1890-1950). The Theories Of Cultural History (Chartier, 2002, 2010, 2011), The History Of School Subjects And Teaching Purposes (Chervel, 1990), As Well As The Concepts Of Disciplinarization And "Knowledge For Teaching" And "Knowledge To Teach" (Hofstetter, Schneuwly, 2017) Are Employed In Analysis Of Primary Education Programs, Articles Of Pedagogical Journals And School Textbooks In The Construction Of A Historical Narrative About The Articulations. The Analysis Of The Sources Became Possible To Verify That These Articulations Are Not Exempt From The Educational Moment, Space And Teaching Purposes Of The Primary Schoo