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    A Matemática Para A Formação Do Professor Do Curso Primário: Aritmética Como Um Saber Profissional, 1920 - 1960
    (Universidade Federal de São Paulo (UNIFESP), 2017-08-24) Silva, Martha Raissa Iane Santana Da [UNIFESP]; Valente, Wagner Rodrigues [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The present work aimed at present a narrative built to respond which processes occurred that led the institutionalisation of a professional Arithmetic in the teacher of primary school formation, between the decades of 1920 to 1960. The limits of this periodization are between the expression of the New School pedagogical movement, with the several reforms unleashed in the country in the decade of 1920 and the decline of this movement and beginning of the expansion of the Modern Mathematics Movement (MMM). In our analysis, we used the scheme presented by Hofstetter and Schneuwly (2009) on the knowledge of teacher training at different levels. These authors verify that knowledge is a central theme in questions related to formation, which oscillate between knowledge to teach and knowledge related to how to teach. The Arithmetic to form the teacher of primary school is not unharmed from this oscillation, but undergo transformations and evolves. For the purpose of explanation of these movements that answer the question being studied, we emphasize three different moments of Arithmetic. In the first moment, it can be observed an Arithmetic which is submitted to Mathematics, whose purpose was to garantee the learning of Mathematics by the normalists. In the tension between a general culture formation versus professional formation theres is an Arithmetic offered in the Pedagogical Practice discipline, however with little expression. In the second moment, it is observed an extension of teacher training disciplines instead of general culture disciplines. These are excluded from the training curricula.This confirms the emergence and greater expression of an Arithmetic that responded to the pedagogical knowledge developed at the time, offered in subjects such as Matter and Practice in Calculations Teaching, Matter and Practice of Teaching, among others. In the third moment, the professional knowledge continues to be the reference for the teacher of primary school formation, however is renewed an offer of an Arithmetic that was not related to a methodology for the teaching of this one. It was necessary to learn specifically the Arithmetic that would be taught, as well as the Arithmetic related to how to teach, offered in the Subjects Matters and Practice of Teaching. The development process of a professional Arithmetic occurred by the association that was sought to establish between the knowledge to teach and the knowledge related to how to teach, of an Arithmetic to teach and an Arithmetic to how to teach.
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    Mundos Cruzados: História, Religião E Mestiçagem No Peru Colonial
    (Universidade Federal de São Paulo (UNIFESP), 2017-09-26) Martins, Fredson Pedro [UNIFESP]; Gonzalez, Rafael Ruiz [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The present research aims to analyze situations in which the notion of religion was used as substrate for the reframing of cultures, enabling new forms of contact between native populations and colonial agents in Colonial Andean, through the observation of communicative nuclei and specific symbolic horizons present in the different documents analyzed here: 1) a set of ecclesiastical service information, prepared by priest Cristóbal de Albornoz; 2) the conciliar directives produced at the Council of Trent and at the III Council of Lima; and 3) the Manuscript of Huarochirí, a document produced by a group of clergymen linked to the jesuit priest Francisco de Avila. We developed an analysis focused on elaborating a reflection on the meanings of cosmological and social practices from one civilization to the other, examining the role of accepting and denying these successive communicative exercises in the construction of a colonial evangelization project. The central objective of our work is the historical analysis of the religious and mythic-ritual mechanisms that developed within the shock provoked by the invasion and conquest of the Inca Civilization, presenting some of the doctrinal specificities resulting from this cosmological conflict in the midst of a specific and new conjuncture, which would have in the symbolism of religion its manifestation of contact and dialogue more latent and perceptible. In this way, this work apprehends and analyzes the different missiological results produced by the cosmological encounter in question, historically comprehending the unique tools of cultural interpretation (repressive, most of the time) developed by different segments of the Catholic Church and, as far as possible , by the populations of the central Andes in the course of the colonial invasion carried out in the second half of the 16th century and the first half of the 17th century.