Saberes matemáticos no Amazonas em anos da República Velha : estratégias no Café com Leite

• Ano de defesa: 2017
• Autor(a) principal: Lima, Eliane Batista de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: História da educação matemática; História da educação matemática no Amazonas; Saberes elementares matemáticos; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; History of mathematics education; History of mathematics education in Amazonas; Knowledge mathematical elementary
• Link de acesso: http://ri.ufmt.br/handle/1/5054

This thesis intends to set up a historical research, originated from the answer of how the strategies of the period during the Old Republic, directed to the Public Instruction in Amazonas, influenced and/or led to the constitution of knowledge. It refers, therefore, to the reconstruction of the trajectory of knowledges basic maths and its development in the Amazon, especially in its capital, Manaus, through the analysis of the strategies of governance developed during this period and that were identified in the primary sources officers and also in education and other printed matter. The objective is to investigate how the strategies implemented in the period of the Old Republic (1889 to 1930), directed to public instruction in Amazonas, influenced the constitution of mathematical knowledge. Thus, the research has the intention to contribute as part reseller in the consolidation of a national network of research, interested in producing a representation about the past of mathematics education. for understanding the methodology used, we present a course theoretical-methodological framework, theon in historical studies, the considerations of Geertz (1989), about the dense description, Chartier (1990, 2007), De Certeau (2000), Viñao Frago (2008), Julia (2001) and André Chervel (1990) and Valente (2007), one of the pioneers in the consolidation of the studies in this area. The final considerations of the work interpret that the trajectory of knowledge construction mathematical elementary in Amazonas, the canibalic whole public instruction permeating the primary, secondary and normal, established itself under intense influence, sometimes in a straightforward way of European models, now comes the models that circulated in the south-east of the country.