Pesquisas em história da educação matemática no Brasil em três dimensões

Disponível em: http://www.historiacienciaytecnologia.com/historia-de-la-ciencia/historia-das-matematicas-e-historia-da-pesquisa-em-educacao-matematica-no-brasil/História das matemáticas e História da pesquisa em Educação Matemática no Brasil. En este artículo presento algunas notas acerca de la forma en que algunas perspectivas teóricas derivadas de los estudios de las ciencias sociales se están incorporando en la historia de la investigación en educación matemática en Brasil y se convirtió en la base del razonamiento y el apoyo epistemológico relacionado con la historia de las matemáticas en sus estudios en tres dimensiones : social, epistemológica y pedagógica , actualmente produciendo unas once tendencias que dan forma a una visión histórica de la investigación brasileña en la historia de las matemáticas y la educación matemática. Tenemos una lista de estas tendencias para señalar que algunas de ellas están en el proceso de consolidación y otras que ya están consolidadas , lo que contribuye a la expansión de los métodos de investigación en el área. Nos dimos cuenta también que durante los dos últimos decenios se ha producido un aumento en la variedad de enfoques y el surgimiento de la investigación y análisis de la información histórica, métodos mixtos con el fin de describir con el mayor detalle posible las maneras en las que la investigación sobre la historia de las matemáticas se ha desarrollado siguiendo el eje de las últimas dos décadas en Brasil

Can one accept the Theory Of Evolution and believe in God as well?

7th World Conference on Educational Sciences, (WCES-2015), 05-07 February 2015, Athens, Greece.This work is part of a broader research project entitled "Rescuing Darwin", which was inspired in a British report, and seeks to investigate how Brazilian understand this statement: "It is impossible to believe in biological evolution and in God simultaneously". Results revealed that the majority of respondents did not agree with the statement. The analysis of results revealed two answers categories, education and religion. Having higher education tended to be a factor in rejecting the claim, although it was not statistically significant. Spiritualists and Catholics showed lower acceptance of this statement (20.0% and 31.7%, respectively), whereas Evangelicals and atheists had higher acceptance (59.5% and 62.5%, respectively). Considering that the latter two groups are growing in the Brazilian population, it is possible to foresee an increase of this acceptance in the future. In general the respondents rejected the statement, which shows that they believe that it is possible to accommodate two conflicting ideas. The results indicate that it is possible to implement science education on evolution in an environment of high religiosity, as individuals with previous dogmatic conceptions can accommodate a theory that contradicts their fundamental beliefs.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portuga

Cana, café, cacau: agrarian structure and educational inequalities in Brazil

The present paper explores the relationship between agrarian structure and human capital formation between and within Brazil’s federal units. It is argued that whether states’ agriculture is in plantation style, based on cheap coerced labor, or organized around family farming matters for the formulation of educational policies. According to the main claim, landlords were not interested in paying higher taxes to educate the masses and curtailed the expansion of schooling in order to keep a cheap workforce and maintain their monopoly over the decision-making process. Describing several episodes in Brazil’s history of public instruction, the paper stresses the distributional conflicts over education as well as the rural aristocracy’s resistance towards broadly-targeted, citizenship-enhancing educational policies. The descriptive evidence is complemented by statistical analyses employing historical as well as more recent data. It is shown that states characterized by a more egalitarian land distribution, which are not under the dominance of powerful landlords, exhibit better educational coverage and enhanced instruction quality. They also spend more on schooling.El presente artículo estudia la relación entre la estructura agraria y la formación de capital humano, tanto dentro como entre las unidades federales de Brasil. Se argumenta que la agricultura de los Estados es de estilo plantación — basado en mano de obra forzada barata, o por el contrario organizada alrededor de la granja familiar — es crucial para la formulación de las políticas educativas. De acuerdo a esta hipótesis, los propietarios de la tierra no estaban interesados en pagar impuestos más altos para educar a las masas y restringieron la expansión escolar con la intención de mantener una mano de obra barata y el monopolio del proceso de toma de decisiones. A través de la descripción de distintos episodios de la historia de la instrucción pública en Brasil, el artículo muestra los conflictos distributivos sobre la educación y la resistencia de la aristocracia rural en relación con los más amplios objetivos ciudadanos para intensificar las políticas educativas. La evidencia descriptiva se complementa con el análisis estadístico de datos históricos y recientes. Se muestra que los Estados con una distribución más igualitaria de la tierra, que no están bajo el dominio de poderosos propietarios de la tierra, tuvieron una mejor cobertura y calidad educativa. Asimismo, demostramos que invirtieron más en escolarización

Understanding the Perpetuation of Inequalities in Brazilian K-12 Public and Private Schools from a Historical Perspective

Brazilian education has specific cultural and regional traits that infuse the school settings and vast inequalities that go beyond cultural and socioeconomic levels. All that contributed to creating two different school settings: the private and the public. The purpose of this article is to understand from a historical perspective how policies and laws were developed throughout different political periods and how they contributed to the formation of the educational setting in Brazil

La historia de la ciencia como herramienta para la enseñanza de física en secundaria : un ejemplo en calor y temperatura

In this work we suggest and analyze some stages of a course on heat and temperature which knowledge of the past of the ideas and the solution provided can enable a better understanding of the content. The hypothesis that guided the planning of activities was that the scientific content studied throughout its history comes closer to the cognitive universe, not only of the student, but of man himself

O impresso como estratégia de intervenção social : educação e história na perspectiva de Dario Velloso (1885-1937)

Orientador: Prof. Dr. Carlos Eduardo VieiraDissertação (mestrado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa: Curitiba, 04/04/2011Bibliografia: fls. 100-104Resumo: A presente dissertacao busca evidenciar a figura de Dario Vellozo como um agente que propos mudancas no contexto social em que estava inserido. Nesse sentido, tentaremos discutir as estrategias de intervencoes sociais elaboradas pelo intelectual. Os impressos, nesse contexto, seriam um dos principais mecanismos de divulgacao e de mudanca social, na perspectiva de Vellozo. Logo, a historia e a educacao entram como discursos legitimadores de ideais e caminhos a serem seguidos para alcancar as mudancas sociais propostas por ele. Nosso trabalho organiza-se em tres capitulos. No primeiro, intitulado \Educacao pela Imprensa., realizamos a analise do processo inicial de formacao do pensamento e de atuacao de Dario Vellozo, alem de uma discussao a respeito das revistas como mecanismos de intervencoes sociais. No capitulo \Educacao pelo Livro: o Compendio de Pedagogia., fazemos uma discussao acerca das principais questoes teoricas mobilizadas e refletidas por Dario Vellozo ao longo de seu livro \Compendio de Pedagogia.. Nesse trecho, tentamos elucidar as referencias teoricas do intelectual, bem como suas contribuicoes para o campo educacional a partir desse livro. No ultimo capitulo, denominado \Educacao pelo Livro: Licoes de Historia., optamos por fazer uma discussao a respeito da importancia da historia como uma das estrategias de intervencoes sociais de Dario, alem de tentarmos evidenciar a concepcao de historia presente no pensamento do autor. Assim, essas discussoes nos possibilitaram uma melhor visibilidade do periodo e da participacao de Dario Vellozo nesse cenario intelectual. Nesse sentido, entendemos que Vellozo se utilizou de diversos mecanismos para tentar legitimar suas ideias e para propor transformacoes sociais em determinadas questoes com as quais nao estava de acordo.Abstract: This work tries to show the figure of Dario Vellozo as an agent who proposed changes in the social context he was inserted. Accordingly, we attempt to discuss the strategies of social interventions developed by Dario Vellozo. This way, printed documents are highlighted in the perspective of Vellozo as being one of the main mechanisms of diffusion and social change. History and education appear as legitimating discourses of ideals and paths to achieve social changes proposed by Vellozo. Therefore, our work is organized into three chapters. The first chapter entitled "Education in the press" we analyze the early process of thought formation and actions of Dario Vellozo and we bring a discussion about the magazine as a mechanism of social intervention. In the chapter "Education by the Book: a Compendium of Education", we made a discussion about the main theoretical aspects mobilized and reflected by Dario Vellozo over his book "Compendium of Pedagogy". In this chapter, we tried to elucidate the theoretical references of Vellozo as well as their contributions to the field of education from this book. In the last chapter called "Education by the Book: Lessons from History" we opted for a discussion about the importance of history as one of the strategies of Dario Vellozo social interventions, and tried to show the conception of history in the thought of Vellozo. This way, these discussions have enabled us a better visibility about the period and the participation of Dario Vellozo on the intellectual scene. In this sense, we understand that Vellozo had used several mechanisms trying to legitimize his ideas and proposing changes in certain social matters which he did not agree

La historia de la ciencia como herramienta para la enseñanza de física en secundaria : un ejemplo en calor y temperatura

In this work we suggest and analyze some stages of a course on heat and temperature which knowledge of the past of the ideas and the solution provided can enable a better understanding of the content. The hypothesis that guided the planning of activities was that the scientific content studied throughout its history comes closer to the cognitive universe, not only of the student, but of man himself

La historia de la ciencia como herramienta para la enseñanza de física en secundaria: un ejemplo en calor y temperatura

In this work we suggest and analyze some stages of a course on heat and temperature which knowledge of the past of the ideas and the solution provided can enable a better understanding of the content. The hypothesis that guided the planning of activities was that the scientific content studied throughout its history comes closer to the cognitive universe, not only of the student, but of man himself