Perspectivas teóricas e funções pedagógicas da história da matemática na série história da matemática para o ensino

Abstract

This work is part of a research region entitled History in Mathematics Education, which takes as object of research the different types of participation of History in the different levels of education and, therefore, is concerned with the use of History of Mathematics in the Series History of Mathematics for Teaching. Our objective is to verify in which of the five theoretical perspectives classified by Miguel (2003) each one of the volumes of the Series History of Mathematics for Teaching and which pedagogical functions of the History of Mathematics, established by Miguel (1993), are conceived in these books. In order to fulfill this objective, we take as theoretical reference the article by Miguel (2003) entitled Theoretical Perspectives within the Field of Research History in Mathematical Education and as methodological references the works on the Hermeneutics of Depth of J. Thompson, the Indigenous Paradigm of Ginzburg and the article by Soares. Thus, the analysis of the books that compose the series was made in three moments from the perspective of the Hermeneutics of Depth of J. Thompson. The first moment was executed jointly, since in it we analyze the historical context of the series under analysis. The other two moments of analysis of the internal structure and interpretation / reinterpretation were made separately for each volume, looking for, thus, for indications that allowed us to fulfill our objective. As a result of our analysis, we have identified that the History of Mathematics is approached in the series under different theoretical perspectives and with different pedagogical functions. However, we emphasize that most books seek to use this resource as an instrument to promote meaningful learning.