Circulation and ownership of intuitive method for teaching arithmetic: changes in elementary mathematical knowledge in primary school (1880-1960)

Abstract

The studies pursued here will be on the processes of circulation and appropriation of the intuitive method for teaching arithmetic, because it aims to uncover how this way of teaching caused ruptures between pedagogical practices and knowledge of elementary arithmetic, between 1880-1960. Question arises: How public policy educational appropriated the intuitive method, in order to circulate in public and private schools of Brazil pedagogical concepts that resulted in changes in the mode of teaching arithmetic? What paths have been created for the new intuitive method constituted practices and knowledge of elementary arithmetic in Brazilian schools? To get the answers, this research will be built and given to be read through the lens of cultural history, using as a theoretical and methodological categories of analysis circularity of ideas (GINZBURG, 1987) and ownership (CHARTIER, 1990). To assist in the unveiling of the circularity of ideas, maintain dialogues with the studies of Robert Darnton (1987, 1992, 2010). From a broader perspective, the goal is to compose a power production of historical knowledge-education on the establishment of new practices and knowledge of elementary arithmetic, which were present in the schooling process in Brazil of Eight hundred and nineteen hundreds. Furthermore, he adds that included academically expected of doctoral research, the results obtained during the investigation will extend the database contained in the Repository larger project, contributing to the systematization of sources for further research. (AU)