O estruturalismo em livros did��ticos: SMSG e matemática - curso moderno

P��s-gradua����o em Educa����o Matemática - IGCE

O processo constitutivo da Resolu����o de Problemas como uma tem��tica da pesquisa em Educa����o Matemática: um invent��rio a partir de documentos dos ICMEs

P��s-gradua����o em Educa����o Matemática - IGCE

Uma viagem pela educa����o nas cercanias da d��cada de 1980: a implanta����o da proposta curricular de matemática no estado de S��o Paulo

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

O Instituto Cearense de Matemática (1954-1960): a origem do Instituto de Matemática da UFC

P��s-gradua����o em Educa����o Matemática - IGCE

Contando uma história: ficcionando uma disserta����o sobre a rela����o entre professor e aluno

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

O discurso sobre a aula de matemática: articulando vozes na revista Nova Escola

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Um microfone ��s formigas: crimes, narrativas e História

Some remarks on how Cultural History has been used in Mathematics Education are the main focus of this paper. It tries to discuss, basically, three works (In Cold Blood, by Truman Capote; O crime do restaurante chin��s, by Boris Fausto; and Os protagonistas an��nimos da História, de Ronaldo Vainfas) in order to present some perspectivas about narratives and textual elaboration in the field of Historiography.

Outras Inquisi����es: apontamentos sobre sistematiza����es, Hermen��utica e História Oral

The starting point of this paper are some avaliable analyses and characterizations about the academic production in History of Mathematics Education in Brazil. A specific reading of such readings ��� an hermeneutical approach of those avaliable reviews ��� allows us to put the focus on some features of Oral History thought as a qualitative methodological approach to researches in Mathematics Education.

Escola t��cnicas agr��colas: um estudo sobre ensino de Matemática e forma����o de professores

The central focus of this paper is to establish that the Brazilian Education Programa to prepare professionals in Technical-Agricultural Schools is suffering a kind of marginalization which comes from two distinct perspectives: the intention to prepare professionals (being a branch of Technical Education) and the relationship to the countryside (a community space historically seen as peripheral in its relation to urban culture). The paper discusses ��� from a historical and sociological point of view and using Oral History as methodological approach ��� the experiences of Math���s teachers in their daily struggles against some conceptions of other teachers (mainly those of technical areas) and against all the ���regular��� schooling system.

Sobre a identidade do Centro de Educa����o Matemática (CEM): acidentes de uma leitura cartesiana

In this paper we present results of research conducted on the constitution of the identity of CEM (Centre for Mathematics Education), a group of mathematics teacher educators from the city of S��o Paulo, Brazil (1984-1997). We emphasize the processes of constitution of CEM���s identities, on the perspective of Oral History in Mathematics Education, of the Model of Semantic Fields and of theories of identities. As part of the broader endeavor of examining possibilities for constituting identities for the group, from several theoretical standpoints, here we report an exercise on constituting the identity of CEM from a Cartesian standpoint; the overall assumption is that we are not properly interested in what CEM is or was, but on the possibilities themselves. We argue that such analysis leads to an understanding of the group as being an accident involving the individual identities of its members but not to an understanding of CEM���s group identity as such.

O saber escolar como parte das formas mais desenvolvidas de saber: a quest��o cultural na Educa����o Matemática

This article considers the scholastic knowledge as the expression of the most developed forms of knowledge in face of the actual development stage of the mathematics. Thus, it supports that the relation between the scholastic mathematics and the mathematics produced in different social contexts, comprises a relation between the most developed (scholastic knowledge) facing the least developed (knowledge acquired from diverse social contexts). For this reason, this work comprises some specificities of the socialhistorical development of the mathematics and the implications decurrent from this, in relation to the cultural aspect for teaching mathematics.

Formar professores de matemática no estado do Maranh��o, Brasil: aspectos historiogr��ficos

This paper intends to sketch some historical remarks on the formation of math teachers in undergraduate courses in Maranh��o State, Brazil, since the 60���s, the decade in which the first of these courses was created. Its methodological approach is given by Oral History and, in order to collect data, some professors and students were interviewed. Such teachers are those responsible for the projects ��� and its implementation ��� of the first three undergraduate courses in Maranh��o, and the students are part of the first team formed by them in those institutions.

Uma, nove ou dez narrativas sobre as licenciaturas em ci��ncias e matemática em Mato Grosso do Sul

P��s-gradua����o em Educa����o Matemática - IGCE

Travessias de Cec��lia: a caminho da educa����o matemática no CEEJA Padre Moretti - Rond��nia

P��s-gradua����o em Educa����o Matemática - IGCE