Trends in Brazilian academic production in the History of Mathematics Education: directions from EBRAPEM

The number of papers on History of Mathematics Education presented at EBRAPEM (Brazilian Meeting of Graduate Students in Mathematics Education) has increased significantly between 2003 and 2008. This article presents a study with the aim of identifying themes, periods in focus, and sources and theoretical and methodological references used by the authors of the papers on History of Mathematics Education published in the proceedings of VII, VIII, IX, X, XI and XII EBRAPEM. The study indicates that the approach of ongoing research in History of Mathematics Education in Brazil has been similar to the approach of research in History of Education in general. However, the institutional separation between these two areas of investigation is noted as a factor rendering communication between both groups of researchers difficult.

Collectives of humans-with-media in mathematics education: Notebooks, blackboards, calculators, computers and ... notebooks throughout 100 years of ICMI

The main aim of this study was to present evidence of the ways in which different media have conditioned and dramatically reorganized education, in general, and mathematics education, in particular. After an introduction of the theme, we discuss the epistemological perspective that provides the foundation for our analysis: the notion of humans-with-media. Then, we briefly illustrate how the medium is related to the scientific production of mathematical knowledge. We take a detour into the world of art to examine how devices and instruments have historically been associated with the production of mathematical knowledge. Then, we review studies on the history of education to show how traditional media were introduced into schools and have influenced education. In particular, we examine how devices such as blackboards and notebooks, which were novelties a 100 years ago, came to be accepted in schools and the mathematical activities that were promoted with their use. Finally, we discuss how information technology has changed education and how the Internet may have an impact on mathematics education comparable to that of the notebook over a century ago. © FIZ Karlsruhe 2009.

A configuração do habitus professoral para o aluno-mestre: a escola normal secundária de São Carlos (1911-1929)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O ensino da literatura infantil em Compêndio de Literatura Infantil: para o 3º ano Normal (1959), de Bárbara Vasconcelos de Carvalho

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Memórias de um professor da escola normal: Umuarama - Paraná (1967-1976)

Pós-graduação em Educação - FFC

DNA damage in cytologically normal urothelial cells of patients with a history of urothelial cell carcinoma

In order to determine if patients with a history of previous urothelial cell carcinoma (UCC) but with current normal urinary cytology have DNA damage in urothelial cells, the single-cell gel electrophoresis (comet) assay was conducted with cells obtained by urinary bladder washings from 44 patients (28 with a history of previous UCC). Increased DNA damage was observed in cytologically normal urothelial cells of patients with a history of UCC when compared with referents with no similar history and after correcting the data for smoking status and age (P < 0.018). Increased DNA damage also correlated with the highest tumor grade, irrespective of time or course of the disease after clinical intervention (Kendall tau correlation, 0.37, P = 0.016). Moreover, aneuploidy, as assessed by DNA content ratio (DCR; 75th/25th percentile of total DNA fluorescence of 50 comets/patient) was unaltered by smoking status, but increased with UCC grade: 1.39 +/- 0.12 (median +/- 95% confidence interval; referents); 1.43 +/- 0.11 (Grade I UCC; P = 0.264, against referents); 1.49 +/- 0.16 (Grade II UCC; P = 0.057); 1.57 +/- 0.16 (Grade III UCC; P = 0.003). Micronucleated urothelial cells (MNC) were also scored on Giemsa-stained routine cytological smears and were found not to correlate with DNA damage or DCR. MNC frequencies were higher for patients with a history of UCC and/or smoking than referents with neither history, but there was no statistical difference between groups. Taken together, these results suggest that the normal-appearing urothelium of patients resected for UCC still harbor genetically unstable cells. (C) 2002 Wiley-Liss, Inc.

Cultura pedagógica e formação de professores: a biblioteca da escola normal de Piracicaba (1911-1920)

Cet article a pour objet la Bibliothèque de l'École Normale de Piracicaba, à l'intérieur de São Paulo, entre les années 1911 et 1920, parce qu'elle représente un lieu de formation d'enseignants et organisation de culture pédagogique. Cette Bibliothèque qui a été constituée au long du cycle de vie de l'École Complémentaire de Piracicaba (1896-1911) et officialisée à partir de 1911 aura le rôle d'organiser et disséminer une certaine culture pédagogique en raison de sélectionner, trier et distribuer un ensemble de connaissances propres à la profession enseignante. Elle symbolise un espace de formation de l'enseignant de l'École Normale et de l'élève-lecteur. L'étude de la culture pédagogique se concentre sur l'analyse de cette bibliothèque.

Revista da escola normal de São Carlos (1916-1923): um estudo sobre idéias e práticas educacionais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Agente mediador da circulação de saberes pedagógicos: o bibliotecário da Escola Normal Paulista

Pós-graduação em Educação - FFC

A Pedagogia por meio de Pedagogia: teoria e prática (1954), de Antônio D'Ávila

Pós-graduação em Educação - FFC

Teachers Formation in Higher Education: Some Aspects under the Light of Education-Work Relations

This text is mainly aimed to address essential aspects of teacher formation in the light of education-work relations in the higher education, from our systematic experience in higher education teaching, particularly teaching and research in the field of Didactics discipline. This formulation is justified considering our concern in seeking to situate this discussion in the context of bringing together knowledge areas and the field of teaching knowledge. Still, our choice to develop such an approach in the light of work-education relationship is due to the belief about the possibilities of seeking to overcome the requirements imposed by capitalism to our educational system, within the possible contradictions of these relationships. In this context the teachers’ formation in higher education gains social and strategic importance, taking on the task of forming individuals of “action-reflection-action” in a society established historically based on the social relations which settle in the light of capital’s multiple determinations. It appears that, in this sense, the major confrontations have been given within the discussions about what to prioritize or combine in the list of criteria and content for teacher’s formation. In Didactic, we seek to emphasize discussions that we consider with a philosophical background, referring to the orientation of teaching practice in knowledge of contemporary ideological struggle; socio-historical, referring to the possibility of formation of disciplines, among them Didactic, and curriculums and references to support its guidance in the process of teacher’s formation. This context of discussion is based on the concrete teaching practice with a view to transformation and to search for new syntheses in terms of knowledge and in terms of historical reality. Then therefore, our methodological approach grounded in the dimensions of the same unit: historical materialism as posture, method and as praxis.

O curso Normal Superior do Instituto Superior de Educação de Garça e aspectos da história da formação de professores no Brasil (2003-2007)

Pós-graduação em Educação - FFC

A história da disciplina de didática no Curso Normal do Instituto Superior de Educação da cidade de Garça-SP (2003-2006)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Education in primary school as a strategy to control dengue

A proliferação do Aedes aegypti é propiciada pelo habito de permitir a formação de criadouros em vários tipos de recipientes. Uma das formas de controla-lo é a disseminação do conhecimento sobre o vetor, por conduzir a conscientização e a tomada de medidas contra a sua proliferação. Para avaliar um método de ensino sobre o vetor e a dengue, foram comparando alunos de 5ª e 6ª séries antes e após a intervenção didática. Os alunos com intervenção foram mais aptos em reconhecerem as fases do ciclo e tiveram um discernimento maior sobre a importância dos mosquitos para a saúde. Eles também foram mais aptos em reconhecerem quais medidas de controle são mais eficientes e viáveis, repercutindo em suas residências que apresentaram duas vezes menos criadouros em relação aos que não tiveram intervenção.