O livro didático de história: um caleidoscópio de escolhas e usos no cotidiano escolar (Ceará, 2007 2009)

In the first decade of the XXI century, it is possible to assert that school textbook is part of the material culture of most public Brazilian schools by means of National School Textbook Program (PNLD). This research aimed at identifying and analyzing textbooks choice in Ceara, relating it to the uses of such tool within school daily life. The setting for the study was four public schools, two of them placed in Fortaleza, and the other in Quixada. It evaluated the uses of textbooks in the 6th grade. As part of methodology, public managers were interviewed, teachers answered surveys, and a direct observation during History classes in 2008 school year was carried out. The observation was over after round chats with students in the class, in which each one designed draws and sentences concerning to the textbook. Furthermore, the study was based on MEC official documents that regulate the textbook choice process with National textbook Program announcement (PNDL/2008) and PNDL/2008 Textbook Guide, in addition to History textbooks schools used. Roger Chartier‟s concept of appropriation was an analysis category, as well as Michael de Certeau s strategy and tatics‟, and Dominique Julia‟s concept of school culture . The study recognizes textbook in the perspective of Alain Choppin and Egil Borre Johnsen, since it is a complex cultural object. For this reason, the study designs an analogy with a kaleidoscope that sends different images depending on who uses it, within a set of colorful lines, since textbook comprehends nowadays different sources and languages, as it offers countless possibilities of use in teaching History. The study concludes that only the main text of each chapter is really worked in daily class practice. Therefore, although theoretical and graphic changes in textbook production, the textbook is underused, which is central to a later rethought of teachers instruction, since, depending on the conception of teaching and learning, textbook potentialities will be used to improve the development of knowledge in History.

Guilherme de La Penha: uma história do seu itinerário intelectual em três dimensões

This study focuses on the central Brazilian historiography of science, focusing specifically on the life and work of a contemporaneous mathematician-physicist, and becomes part of the set of research results that investigate, organize and describe personal, intellectual and professional itineraries of Brazilian scientists and educators. The theme chosen for the study ran from seminars on Mathematics in Pará and is up to organize and describe the life history, education, professional experience and scientific production of William Mauricio Souza Marcos de La Penha (Guilherme de La Penha), considering their academic, professional and intellectual life history, so that their academic and intellectual production be spread over the Brazilian scientific and academic community. We adopted the historical research as theoretical and methodological base for the development of this study, rising arguments about the profile of Guilherme de La Penha to characterize him as a multiskill intellectual and to reveal that his thoughts about science, technology, training scientists and educators were in accordance with their writings and their professional practice in order to build a first story about the life and work of William de La Penha. In this sense, we took the theoretical aspects related to historical research, biographies, intellectual itineraries, files and inventories as sources and historical construction vehicles in order to point out the essential elements to form a profile of the transdisciplinary intellectual historians, ie a profile scientist who carries out the research, management and administration, as well as a committed educator to the on-going training and forming process. The results pointed in different directions, among which we highlight the creation of Seção Guilherme de La Penha at Universidade da Amazonia, producing several articles about the life and work of William de La Penha presented at national and international conferences and the proposal for documentary displays which could contribute to understanding the implementation of a scientific area in Pará State, an area that would not only be restricted to the production of knowledge, but more than that, it would include the spreading, which provides various means, primarily through education. Thus it was possible to ensure that La Penha has an intellectual profile that can be considered a multi-and transdisciplinary intellectual who defends the possibility of forming a scientist one and multiple, non-linear attitudes and dialogues with all other areas in order to be understood under a model scientist for the twenty-first century based on the model clearly inspired by the scientist authors with which he identified throughout their training and professional activities, like the three that stood out in their relationship science: Archimedes, Leonhard Euler and Cliford Ambrose Truesdell

Correspondências científicas como uma relação didática entre história e ensino de matemática: o exemplo das cartas de Euler a uma princesa da Alemanha

Lettres àune Princesse d'Allemagne sur divers sujets de physique et de philosophie (Letters to a Princess of Germany on various topics of physics and philosophy) is the work taken as an object of study of this thesis. It is a literary success written in the eighteenth century by the Swiss mathematician and physicist Leonhard Paul Euler (1707-1783) in order to meet a request from the Prussian king, Frederick II, the Great (1712-1786) to accept to guide the intellectual education of his niece, the young princess Anhalt-Dessau (1745-1808). The method of teaching and learning through letters elected to the education of the German monarch resulted in a collection of 234 matches in which Euler theory is about music, Philosophy, Mechanics, Optics, Astronomy, Theology and Ethics among others. The research seeks to point out mathematical content contained in this reference work based on the exploitation and adaptation of original historical works as an articulator of development activities for teaching mathematics in basic education and in accordance with the National Curriculum Parameters of Mathematics (NCP) work. The general objective point out the limits and didactic potential of Lettres à une Princesse d'Allemagne sur divers sujets de physique et de philosophie as a source of support for teachers of basic education in developing activities for teaching mathematics. The discussions raised point to concrete possibilities of entanglement between the extracted mathematical content of the bulge of the work with current teaching methodologies from resizing the use of letters according to Freire's pedagogical perspective of the correspondence, and especially the use of new communication channels in the century XXI, both aimed at dialogue and approximation between those who write and those who read.