Discursos Sobre Problemas Aritméticos (São Paulo, 1890 - 1930)

• Ano de defesa: 2017
• Autor(a) principal: Souza, Andreia Fernandes De [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Progressive Education; Analytical Method; Intuitive Method; Synthetic Method; Education Journals; Escolanovismo; Método Analítico; Método Intuitivo; Método Sintético; Revistas Pedagógicas
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=5139243; http://repositorio.unifesp.br/handle/11600/50870

This paper aims to investigate the views that were disseminated in the articles published in Education journals in São Paulo from 1890 to 1930 that discussed the teaching of arithmetical problems in primary school. This time frame was chosen due to the movement of educational modernity that arose with the dissemination of the intuitive method in addition to being pushed by ideas stemming from Progressive Education in the end of the 1920’s. The sources for this paper work are Education journals because, according to Catani (1996), they permit us to know the clash of ideas that took place in the field of Education at that time, besides providing a base for us to analyze what kinds of speech were disseminated through these journals and who produced them,so that they became a model practice. To guide our study, our theoretical framework approaches school culture by Dominique Julia (2001), representation and appropriation by Roger Chartier (2002; 2010), strategy and tactics by Michel de Certeau (1998). To do so, we selected 165 journal issues published between 1890 and 1930 in São Paulo, which are available at the UFSC Digital Content Repository. The 165 issues contained 89 articles discussing the teaching of arithmetic in primary school and, among them, 35 articles mentioned the word “problems”. Throughout these articles, we observed changes and permanence in the orientation and conceptualization of what a problem is and how it should be taught. The speeches comprised five tendencies: absence as an indication, problems as synonyms for exercises, problems as a symbol of educational modernity, arithmetic to teach problems, problems stemming from centers of interest.