Faria de Vasconcelos e as diretrizes da pedagogia científica na formação matemática do professor primário (1909-1960)
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Tipo
Tese
Data de publicação
2018-06-04
Periódico
Citações (Scopus)
Autores
Marques, Josiane Acácia De Oliveira
Orientador
Ambrogi, Ingrid Hötte
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Mizukami, Maria da Graça Nicoletti
Gobbi, Maria Aparecida
Pinheiro, Nara Vilma Lima
Andrade, Maria de Fátima Ramos de
Gobbi, Maria Aparecida
Pinheiro, Nara Vilma Lima
Andrade, Maria de Fátima Ramos de
Programa
Educação, Arte e História da Cultura
Resumo
This research presents the results of the investigation that aimed to understand, under orientations found in the works of the Portuguese author Faria de Vasconcelos, a scientific discourse to the teaching of arithmetic and how this discourse was appropriated in Brazilian pedagogical manuals and foreign translations that circulated in Brazil, guiding the pedagogical practice of primary school teachers between 1930 and 1960. To write this thesis, in addition to pedagogical manuals, other documentary sources were used, as periodicals and teaching programmes ruling at that time. The analysis was made under historical and cultural perspective, employing the studies of the authors Michel de Certeau (2011b) on circulation, strategies and tactics, and Roger Chartier (1990) concerning appropriation and representation. The instructions contained in the pedagogical manuals for teaching arithmetic – Como se ensina aritmética: didática (1933) e Como se ensina a raciocinar em aritmética: psicologia experimental e didática (1934) – were supported by the child scientific study and the subject psychological knowledge. This would be the prescript, according to the Portuguese author, to succeed in teaching arithmetic. This scientific discourse instructed normal school teachers and students to acquaint themselves with the experimental psychology studies of the moment, before teaching skills, including arithmetic. The scientific studies about children, endorsed by Faria de Vasconcelos, consisted of psychology and physiology researches taking into consideration their ideal age, maturity to learn arithmetical operations, mental capacity and rationality. The subject psychological knowledge involved adjusting teaching methods to the child’s needs. Thus, to teach arithmetic, the teacher needed to adopt aspects of Scientific Pedagogy, as application of arithmetic tests, for the purpose of measuring the child’s knowledge, to determine the causes of mistakes made by students and teacher in arithmetic. Farias de Vasconcelos encouraged in his manuals that the school became a scientific experimentation laboratory in order to renovate teaching, a proposition from the philosophy of Progressive Education. The guidance presented in Vasconcelos works were disseminated to primary school teachers through appropriations made by other authors of pedagogical manuals, being incorporated into the Brazilian school culture.
Descrição
Palavras-chave
ensino de aritmética , pedagogia científica , manuais pedagógicos , Vasconcelos, Faria de , método de testes , escola nova , formação de professores
Assuntos Scopus
Citação
MARQUES, Josiane Acácia De Oliveira. Faria de Vasconcelos e as diretrizes da pedagogia científica na formação matemática do professor primário (1909-1960). 2018. 167 f. Tese (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo.