The practice dimension and the schooling the elementary geometric knowledge

• Grant number: 14/24220-2
• Support Opportunities: Regular Research Grants
• Start date: March 01, 2015
• End date: February 28, 2017
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Maria Célia Leme da Silva
• Grantee: Maria Célia Leme da Silva
• Host Institution: Instituto de Ciências Ambientais, Químicas e Farmacêuticas (ICAQF). Universidade Federal de São Paulo (UNIFESP). Campus Diadema. Diadema , SP, Brazil

Abstract

The research project aims to examine the practical dimension in the learning of elementary geometric knowledge for the elementary school in the late nineteenth century to the first half of the twentieth century. The main sources of research focus on the normative prescriptions, pedagogical journals and textbooks of the period investigated. Relying on the assumptions called Cultural History, the study considers the school as an active agent for the formation and transformation of elementary school knowledges that are configured in the confrontation between real and objective purposes, according Chervel (1990). It is expected theoretically elaborate configuration of elementary geometric knowledge and its relations with the practical complexity make produced in the early years of schooling, the discussions between "doing school" and the "doing outside of school," along each moment history. It seeks to answer the questions: How are elementary geometric knowledge are constituted and transformed in terms of teaching purposes that justify them as a condition of practical exercise? As the aims of education are appropriate for the books and become real purpose? (AU)