Aproximações e distanciamento sobre os saberes elementares geométrico no ensino primário entre Sergipe e São Paulo

Abstract

This paper presents the results of a survey that aimed to identify the similarities and differences on the geometric basic knowledge in primary education between Sergipe and São Paulo, in the period 1911-1930, from the content (s), method (s) and feature (s.). To achieve this purpose, sources were located and examined as, regulations, decrees, laws and education programs, and referred to as the reference Lessons Manual of Things Calkins (1950). As theoretical support, authors have been adopted as, Valente (2007) for the understanding of the history of mathematics education, Valente and Leme da Silva (2013) on the work of the historian of mathematics education, Valente (2011), Nunes (1998) and Souza (2013) for comparative studies and historical Chartier (2002) on representations. Based on the examination conducted in the sources, it is clear that the approaches elements are: the subjects / materials that refer to geometric elementary knowledge of São Paulo are Shapes, Geometry, Design and Crafts and Sergipe Design and Crafts. Regarding the contents, were set gradually, exploring the contents to be taught successively and in progression of difficulty levels for each year. The model was incorporated into the manual work as content. The Crafts in both states directed to "do", and use objects of everyday life that remind solids and geometric figures. We noticed the presence of natural drawing by copying and invention in the discipline / field design for Sergipe and São Paulo. We found that the minimum programs of both states were formed in the 1930s with the principles of the New School, from the recommendation that the contents should be developed by the teacher, by the method of projects or interests centers. In the methods, São Paulo had most of their methodologies and requirements appropriate to Calkins method. Have Sergipe, despite being shown the recommendation for teaching through Calkins method, since 1891, the requirements and methodologies are presented implicitly in educational programs. We note as distancing elements the presence of Forms and Geometry in São Paulo and Sergipe the contents related to embedded geometry in the drawing. Regarding the resources identified indications of rules and compasses in Regulations of Sergipe and the recommendation for the use of books of Olavo Freire Collection, composed of seven books and the use of the Teacher´s guide: Linear Design Abilio Cezar Borges, the Program education. In São Paulo, we found the use of the rule, the square, the protractor and compass in different materials: Forms, Geometry and Crafts.