A matemática para a escola de oito anos: contribuições de Amabile Mansutti e Lydia Lamparelli
Data
2023-02-23
Autores
Silva, Marylucia Cavalcante 
Orientadores
Valente, Wagner Valente
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O presente estudo integra Projeto Temático, de maior amplitude, intitulado “A Matemática na Formação de Professores e no Ensino: processos e dinâmicas de produção de um saber profissional, 1890-1990”. No contexto das mudanças curriculares, decorrentes da nova Lei de Ensino nº5692/71, buscou-se caracterizar a emergência da matemática em livros didáticos das primeiras séries escolares para a escola de oito anos. Tomou-se como fonte principal a coleção “A”, intitulada Matemática Ensino de 1º grau (1ª a 4ª série), elaborada a partir da coleção “B”, Matemática para o 1º grau (5ª a 8ª série). Além disso, a pesquisa contou com documentos integrantes do Arquivo Pessoal Maria Amabile Mansutti, personagem importante na formulação da nova proposta curricular de matemática. O estudo orientou-se pela seguinte questão: que processos e dinâmicas estiveram envolvidos na elaboração da matemática em livros didáticos das primeiras séries escolares para a escola de oito anos tendo em vista as contribuições de Maria Amabile Mansutti e Lydia Condé Lamparelli? A investigação mobilizou ferramental teórico-metodológico trazido sobretudo dos estudos de autores como: Hofstetter e Schneuwly, Chartier, Chervel, Julia, Burke e Valente. Os resultados obtidos mostram o trabalho das experts subsidiadas por um verdadeiro laboratório para o novo currículo em que se constituiu o IMEP. Também revelam, por meio das categorias sequência, significado, graduação, exercícios e problemas, uma nova matemática a ensinar para a escola de oito anos.
This study is part of a Thematic Project, of greater scope, entitled “Mathematics in Teacher Training and Teaching: processes and dynamics of production of professional knowledge, 1890-1990”. In the context of curricular changes resulting from the new Teaching Law nº5692/71, we sought to characterize the emergence of mathematics in textbooks for the first school grades for the eight-year school. The main source was the “A” collection, entitled Mathematics Teaching 1st grade (1st to 4th grade), based on the “B” collection, Mathematics for 1st grade (5th to 8th grade). In addition, the research included documents from the Maria Amabile Mansutti Personal Archive, an important character in the formulation of the new curriculum proposal for mathematics. The study was guided by the following question: what processes and dynamics were involved in the elaboration of mathematics in textbooks of the first school grades for the eight-year school, considering the contributions of Maria Amabile Mansutti and Lydia Condé Lamparelli? The investigation mobilized theoretical-methodological tools brought mainly from the studies of authors such as: Hofstetter and Schneuwly, Chartier, Chervel, Julia, Burke and Valente. The results obtained show the work of experts subsidized by a true laboratory for the new curriculum in which the IMEP was constituted. They also reveal, through the categories sequence, meaning, graduation, exercises and problems, a new mathematics to be taught to the eight-year school.
This study is part of a Thematic Project, of greater scope, entitled “Mathematics in Teacher Training and Teaching: processes and dynamics of production of professional knowledge, 1890-1990”. In the context of curricular changes resulting from the new Teaching Law nº5692/71, we sought to characterize the emergence of mathematics in textbooks for the first school grades for the eight-year school. The main source was the “A” collection, entitled Mathematics Teaching 1st grade (1st to 4th grade), based on the “B” collection, Mathematics for 1st grade (5th to 8th grade). In addition, the research included documents from the Maria Amabile Mansutti Personal Archive, an important character in the formulation of the new curriculum proposal for mathematics. The study was guided by the following question: what processes and dynamics were involved in the elaboration of mathematics in textbooks of the first school grades for the eight-year school, considering the contributions of Maria Amabile Mansutti and Lydia Condé Lamparelli? The investigation mobilized theoretical-methodological tools brought mainly from the studies of authors such as: Hofstetter and Schneuwly, Chartier, Chervel, Julia, Burke and Valente. The results obtained show the work of experts subsidized by a true laboratory for the new curriculum in which the IMEP was constituted. They also reveal, through the categories sequence, meaning, graduation, exercises and problems, a new mathematics to be taught to the eight-year school.
Descrição
Citação
SILVA, Marylucia Cavalcante. A Matemática para a escola de oito anos: contribuições de Amabile Mansutti e Lydia Lamparelli. 2023. 135 f.Tese (Doutorado em Educação) - Escola de Filosofia, Letras e Ciências Humanas, Universidade Federal de São Paulo (UNIFESP), SP, 2023.