Scientific Pedagogy and elementary mathematical knowledge: a study of the reports of the regional offices of education of the State of São Paulo (1930-1950)

• Grant number: 14/21406-8
• Support Opportunities: Scholarships in Brazil - Master
• Start date: December 01, 2014
• End date: June 30, 2016
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Agreement: Coordination of Improvement of Higher Education Personnel (CAPES)
• Principal Investigator: Wagner Rodrigues Valente
• Grantee: Bruna Lima Ramos
• Host Institution: Escola de Filosofia, Letras e Ciências Humanas (EFLCH). Universidade Federal de São Paulo (UNIFESP). Campus Guarulhos. Guarulhos , SP, Brazil

Abstract

This project consists of academic master a broader research, which studies the changes in elementary mathematical knowledge in times of so-called scientific pedagogy in schools of São Paulo, from the 1930s to the 1950s. This research aims to analyze how they were appropriate proposals this new pedagogical vague, establishing guiding question which representations were constructed on the impact of Scientific Pedagogy in the teaching of Mathematics in primary school in São Paulo, considered the reports of the regional offices of education of the State of São Paulo. The theoretical and methodological framework adopted brings the notions of representation and appropriation by Roger Chartier (2002, 2009), strategies and tactics by Michel De Certeau (1998) and the school culture by Dominique Julia (2001). The fonts to use are the reports written by school inspectors, filed in delimited period, whose custody the original is in the state archives of the State of São Paulo. (AU)