Cyridião Buarque e Arnaldo Barreto: os debates para definição de uma aritmética a ensinar nos grupos escolares paulistas, 1900-1920
Arquivos
Data
2022-08-04
Autores
Laus, Larissa [UNIFESP]
Orientadores
Valente, Wagner Rodrigues
Tipo
Trabalho de conclusão de curso de graduação
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Essa pesquisa investigou os debates travados entre os professores Cyridião Buarque e Arnaldo
Barreto no inicio do século XX, em São Paulo, sobre a aritmética a ensinar, que deveria
constar nos livros didáticos voltados aos primeiros anos escolares, ao tempo dos chamados
grupos escolares. Trata-se de um estudo histórico. Considera-se a trajetória profissional de
cada um desses professores na análise das discussões ocorridas por ocasião do lançamento do
livro didático “Arithmetica para Principiantes” escrito por Arthur Thiré. Como conclusão do
estudo é possível afirmar que os reformadores paulistas estabeleceram um modelo de ensino
intuitivo, de forma que qualquer obra que se desviasse disto, tenderia a ser taxada
negativamente, portanto os debates entre Buarque e Barreto ocorreram em torno das
definições de uma aritmética a ensinar.
This research investigate the debates between teachers Cyridião Buarque and Arnaldo Barreto at the beginning of the 20th century, in São Paulo, about the arithmetic to be taught, which should be included in textbooks aimed at the early school years, at the time of the so-called school groups. It is a historical study and, therefore, takes into account the context in which the debate takes place. The professional trajectory of each of these teachers is considered in the analysis of the discussions that took place on the occasion of the launch of the textbook “Arithmetica dos Principiantes” written by Arthur Thiré. As a conclusion of the study, it is possible to state that the São Paulo reformers established an intuitive teaching model, so that any work that deviated from this would tend to be negatively taxed, so the debates between Buarque and Barreto took place around the definitions of an arithmetic to be teach.
This research investigate the debates between teachers Cyridião Buarque and Arnaldo Barreto at the beginning of the 20th century, in São Paulo, about the arithmetic to be taught, which should be included in textbooks aimed at the early school years, at the time of the so-called school groups. It is a historical study and, therefore, takes into account the context in which the debate takes place. The professional trajectory of each of these teachers is considered in the analysis of the discussions that took place on the occasion of the launch of the textbook “Arithmetica dos Principiantes” written by Arthur Thiré. As a conclusion of the study, it is possible to state that the São Paulo reformers established an intuitive teaching model, so that any work that deviated from this would tend to be negatively taxed, so the debates between Buarque and Barreto took place around the definitions of an arithmetic to be teach.