Hist?ria da educa??o matem?tica no Brasil: contribui??es das pesquisas para professores da educa??o b?sica

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Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq)
Esta disserta??o ? parte resultante de uma pesquisa mais ampla que tem como objeto de estudo as disserta??es e teses defendidas no Brasil, em Programas de P?s-gradua??o das ?reas de Educa??o, Educa??o Matem?tica, Ensino de Ci?ncias Naturais e Matem?tica e ?reas afins, entre 1990 a 2010, que tinham como ?rea focal de pesquisa a Hist?ria da Matem?tica e Hist?ria da Educa??o. De acordo com nossa finalidade, tomamos como recorte de estudo, as pesquisas relacionadas ? Hist?ria da Educa??o Matem?tica, presentes nas duas ?reas mencionadas anteriormente. Nesse sentido, nosso objetivo geral foi analisar de que modo ?s disserta??es e teses sobre Hist?ria da Educa??o Matem?tica produzidas entre 1990 e 2010 podem contribuir para as a??es did?ticas dos professores que ensinam matem?tica na Educa??o B?sica. Foi, ent?o, nesse contexto interrogativo que elegemos quatro objetivos espec?ficos: 1) Verificar os tipos de abordagens metodol?gicas contempladas nessas pesquisas; 2) Identificar as produ??es (das disserta??es e teses) que podem contribuir na elabora??o de abordagens did?ticas para o ensino da matem?tica na Educa??o B?sica, pelos professores; 3) Listar poss?veis conte?dos de matem?tica da Educa?ao B?sica que podem ser abordados pedagogicamente a partir das informa??es presentes nas disserta??es e teses pesquisadas; 4) apontar sugest?es did?ticas de uso das disserta??es e teses identificadas. A partir de uma pesquisa mais ampla, relatada por Mendes (2014), e com base em um levantamento das disserta??es e teses defendidas na ?rea da Hist?ria da Educa??o Matem?tica, dispon?veis no banco de teses da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES), bem como nas bibliotecas digitais dos Programas de P?s-Gradua??o em stricto sensu do pa?s, verificamos os tipos de abordagens que emergiam dessas produ??es, tomando como norteadores os trabalho de Sad (2005) e Mendes (2014) para organizar nossos crit?rios de identifica??o e classifica??o das disserta??es e teses, de modo a destacar possibilidades de uso did?tico desses trabalhos pelos professores que ensinam matem?tica na Educa??o B?sica. Os resultados da pesquisa mostraram a exist?ncia de um grupo de disserta??es e teses na ?rea de Hist?ria da Educa??o Matem?tica que possuem potencial did?tico e conceitual para uso na forma??o inicial e continuada de professores que ensinam matem?tica, bem como na a??o docente na Educa??o B?sica. Todavia, ficou evidente que tais contribui??es n?o est?o expl?citas, uma vez que n?o est? mencinado que essa era a inten??o das pesqusias investigadas. Cabe, entretanto, aos interessados um pouco mais de estudo e adapta??o do material produzido, para que possa usar essas informa??es em sala de aula.
This dissertation of Master Science degree is part final result from many research which has as purpose of study thedissertations and theses defended in Brazil, in graduate programs in the areas of education, mathematics education, teach of natural sciences and mathematics and related areas, between 1990 to 2010, which were main area of research the history of mathematics and the history of education. According to our purpose, we take as the study part research related to the history of mathematics education, present in the two areas mentioned earlier. In this direction, in general objective was to analyze how to production in this area, during the period described, can contribute to the educational actions of teachers who teach mathematics in basic education. In this way, check the types of methodological approaches included, in a didactic wrong for teaching mathematics at the basic level and the list of possible mathematical content present on these dissertations and theses analyzed. So, from the study conducted by Mendes in the year 2014, on the productions in the area defended history of mathematics education, available at the Bank of data in Brazil the Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES), as well as in the digital libraries of the graduate programs in the country in the strict sense, we organize the criteria for identification and classification of the material. We emphasize the important contribution in Brazil of the annals of the first 10 National Meetings of Education Mathematics (ENEM) it correlated and structured information about the consolidation of the research field of mathematics education, specifically, the area which the contents of this dissertation appropriated. With this, the results showed the existence of a group of dissertations and theses that have didactic and conceptual potential for use in initial and continuing training of teachers of mathematical discipline. It was evident that such contributions are not explicit, since it is not mentioned that this was the intention of the research investigated. It is however, those interested a little more study and adaptation of the material produced, so you can use this information in the classroom.