Vol. 34 No. 1 (2016): Mathematical knowledge in Brazilian primary schools 1890 - 1970

Published: 2016-06-21

Editorial Staff

• Expediente

  Revista Perspectiva

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Editor's Note

• Editorial

  David Antonio da Costa, Diana Carvalho de Carvalho, Eliane Santana Dias Debus

  9-10

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Presentation

• Apresentação

  David Antonio da Costa, Wagner Rodrigues Valente

  11-13

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Articles of Issues

• The Arithmetic and the Intuitive Method in textbooks of primary education (secondary and higher/complementary) in Brazil and France in the late 19th century and early 20th century

  Moysés Gonçalves Siqueira Filho, Valérie Legros

  15-40

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• Mathematics in the training of primary school teachers in Portugal, from Pombal reform from 1772 to 1910

  Rui Candeias, José Manuel Matos

  41-66

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• Methods, telling stories Methods? Contribution to the history of mathematics education in the early years, from 1890 to 1930

  Wagner Rodrigues Valente

  67-84

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• Roca Dordal’s Arithmetic School (teacher's book) in primary education in SantaCatarina in the first half of the twentieth century

  David Antonio da Costa

  85-101

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• The geometry as a discipline of the training elementary school teachers: the influence of the intuitive method in the first decades of the twentieth century in Brazil

  Maria Cristina Araújo de Oliveira

  102-118

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• The active teaching of Craft in São Paulo primary school: a study of the schooling (teaching?) of mathematical knowledge

  Claudia Regina Boen Frizzarini, Maria Célia Leme da Silva

  119-141

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• Mathematics training for the teaching of basic knowledge in times of teaching school reform of Parana (Year 1920)

  Iara da Silva França, Neuza Bertoni Pìnto

  142-171

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Article Demand for Continuous

• The (re)birth of a teaching staff: the statutes for public teaching in Santa Catarina State from 1960 – 1975

  Ione Ribeiro Valle, Danielly Samara Besen, Silvana Rodrigues de Souza Sato

  173-188

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• Training of history teachers: the research principle as the foundation of teaching practice

  Marlene Rosa Cainelli, Márcia Teté Elisa Ramos, Maria de Fátima da Cunha

  189-204

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• Friendship in teaching and learning relations

  Elaine Conte, Bruno Passos Fialho

  205-222

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• Law 11.274/2006 and its implications in the everyday practice of reading and writing classes

  Leonete Luzia Schmidt, Mara Luciane da Silva Furghestti

  223-239

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• Places, actions and intentions as possibilities of analysis: discourses about rural elementary schools and the education of their teachers (Santa Catarina 1942-1955)

  Elaine Aparecida Teixeira Pereira, Maria das Dores Daros

  240-261

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• Workforce, subject of law and education: introductory notes

  Carolina Roig Catini

  262-285

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• History of Philosophy in John Dewey’s discourse on morals

  Paulo Fernando Aleixo da Cruz, Marcus Vinicius Cunha

  286-304

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• What we talk about when we talk about work?

  Matheus Bernardo Silva, Ligia Regina Klein

  305-318

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