Ensino primário e matemática dos imigrantes e descendentes germânicos em Santa Leopoldina (1857-1907)
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Data
2014-02-20
Autores
Castelluber, Arildo
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Universidade Federal do Espírito Santo
Resumo
The objective of the research is to describe the scenario of German immigration in
the nineteenth century, dealing also, the path of education in the colony of Santa
Leopoldina, created in 1857, in the province of the state of Espírito Santo,
considering 50 years since the beginning of immigration (1857-1907). The historical
research was anchored in queries to official documents of the Empire, statistical
maps, governmental documents and reports of the Province of the state of Espírito
Santo, newspapers from that time, photographs, maps, old textbooks and books of
authors who visited the province and discussed the immigration process of the state
of Espírito Santo. The dialogue with Marc Bloch helped to understand this multiplicity
of documents, in the complex relationship between the past and present of education
of the state of Espírito Santo. The essay presents a trajectory of the German
immigrant from Europe to the ex-colony and how the government treated the
immigration and education. The primary education started from governmental and
private initiatives. Many teachers that worked on the first schools during the studied
period had their names identified. The books used in the German language schools
were from Germany and later were produced in southern Brazil, especially for
German-Brazilian communities. Among the books written in German found in Santa
Leopoldina, there is a literacy textbook 'Lese - I Schule für Deutsche Kinder in
Brasilien', edited in Germany in the late nineteenth century, written by the director of
a private school, Albert Richard Dietze, and the math book „Rechenbuch für Deutsch
- Brasilianische Volksschulen‟ written by Ferdinand Hackbart, Konrad Glaus and
Hermann Lange. An analysis from the physical and formal aspects, the teaching
process and the contents of the book was taken. The analysis revealed that the
proposed learning relies on „mental calculation‟ and written by repeating contents,
involving intensive training. The math concepts are presented starting from problems
with concrete situations of the student to acquire skills necessary for entering the
student in their community. Considering that the book was published in 1906, we can
conclude that this is an important work with a teaching proposal which remained
present in mathematics textbooks until the present day.
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Education - History , Private schools , Public schools , Didactic books - Mathematics , Mathematics - Study and Teaching - History , Migration , Escolas particulares