O ensino de matemática para mulheres no Colégio Piracicabano (1881-1908)
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Data
2020-06-03
Autores
Silva, Renata Caterine Gambaro Cleto da
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Universidade Estadual Paulista (Unesp)
Resumo
Essa pesquisa se situa na área de História da Educação Matemática e tem como objetivo elaborar uma interpretação histórica sobre o ensino de Matemática para meninas, no final do século XIX e início do século XX [1881-1908] no Colégio Piracicabano – primeiro Colégio Metodista do Brasil – na cidade de Piracicaba. Nossas fontes de pesquisa foram o jornal Gazeta de Piracicaba, as cartas de Martha Watts ao órgão missionário metodista norte-americano Woman’s Missionary Society of Southern Episcopal Methodist Church e leis da época. Nosso trabalho está pautado na historiografia, seguindo a corrente da “História Cultural”. Para nós, analisar o ensino de Matemática do Colégio Piracicabano estava associado às crenças da sociedade ao órgão missionário que o mantinha, aos discursos encontrados na sociedade daquele momento, e as leis e os costumes da época. Sendo assim, utilizamos o conceito de Burke (2005) sobre cultura, visto que ele entende cultura como tudo que inclui conhecimento, crença, arte, moral, lei, costumes, aptidões e hábitos. Confrontamos nossas fontes de pesquisa com livros de História, textos sobre metodismo, positivismo, educação, método intuitivo e outros temas que emergiram na pesquisa. Observamos que o Colégio Piracicabano, que se apresentava como um colégio feminino, mantinha, no entanto, alunos do sexo masculino estudando em suas dependências. O Colégio, sob a direção de Martha Watts, não anunciou seu método pedagógico como o “método intuitivo”, mas percebemos que os professores faziam uso desse método para o ensino de geometria e de aritmética. O método de ensino intuitivo foi sistematizado por Pestalozzi, amparado nas experiências do sentido; ele pressupunha que as crianças intuíssem, refletissem, comparassem, medissem, e desenvolvessem sua percepção através da concretude das coisas. O Colégio Piracicabano, apesar de ser fruto de uma missão metodista, cujo objetivo era converter uma parcela da sociedade para a fé protestante, promoveu mudanças na educação das jovens da sociedade piracicabana com a inserção da geometria e da álgebra no currículo escolar.
The subject of this research is the history of mathematical education and has as objective the historical interpretation about the taught of mathematics for girls in the late 19th century na early 20th century [1881 – 1908] at the Colégio Piracicabano – The first Metodist School in Brazil – in the city of Piracicaba. Our research sources were the newspaper Gazeta de Piracicaba, the letters from Martha Watts to the north american metodist missionary organ “Woman’s Missionary Society of Southern Episcopal Methodist Church” and the laws of that time. Our research is based on the historiografy following the current of “Cultural History”. For us, to analyze the taught of Mathematics of the Colégio Piracicabano was associated with the beliefs of the Society to the missionary organ, to the speeches found in the society of that period and the laws and mores of that time. Therefore, we utilized the concept of culture found in Burke (2005) since he understands as culture everything that includes knowledge, beliefs, art, morals, law, mores, aptitudes and habits. Our research sources were compared to history books, texts about metodism, positivism, education, intuitive method and other subjects that appeared in the research. We realized that the Colégio Piracicabano, which presented itself as a feminine school, kept, however, masculine students studying in its premises. The school, under the management of Martha Watts, did not announced its pedagogical method as “intuitive method”, altough we realized that the teachers used this method for the taught of geometry and arithmetic. The intuitive teaching method was sistematized by Pestalozzi, helped by experiences of this kind; he stated that children should intuit, reflect, compare, measure and develop their perceptions through the concreteness of the subject of study. The Colégio Piracicabano, besides being born of a methodist mission, which the objective was to convert a share of the society to the protestant faith, promoted changes in the education of young women of the society of Piracicaba inserting geometry and algebra in the school curriculum.
The subject of this research is the history of mathematical education and has as objective the historical interpretation about the taught of mathematics for girls in the late 19th century na early 20th century [1881 – 1908] at the Colégio Piracicabano – The first Metodist School in Brazil – in the city of Piracicaba. Our research sources were the newspaper Gazeta de Piracicaba, the letters from Martha Watts to the north american metodist missionary organ “Woman’s Missionary Society of Southern Episcopal Methodist Church” and the laws of that time. Our research is based on the historiografy following the current of “Cultural History”. For us, to analyze the taught of Mathematics of the Colégio Piracicabano was associated with the beliefs of the Society to the missionary organ, to the speeches found in the society of that period and the laws and mores of that time. Therefore, we utilized the concept of culture found in Burke (2005) since he understands as culture everything that includes knowledge, beliefs, art, morals, law, mores, aptitudes and habits. Our research sources were compared to history books, texts about metodism, positivism, education, intuitive method and other subjects that appeared in the research. We realized that the Colégio Piracicabano, which presented itself as a feminine school, kept, however, masculine students studying in its premises. The school, under the management of Martha Watts, did not announced its pedagogical method as “intuitive method”, altough we realized that the teachers used this method for the taught of geometry and arithmetic. The intuitive teaching method was sistematized by Pestalozzi, helped by experiences of this kind; he stated that children should intuit, reflect, compare, measure and develop their perceptions through the concreteness of the subject of study. The Colégio Piracicabano, besides being born of a methodist mission, which the objective was to convert a share of the society to the protestant faith, promoted changes in the education of young women of the society of Piracicaba inserting geometry and algebra in the school curriculum.
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História da educação matemática, Piracicaba, Educação da mulher, Escola Metodista, Colégio Piracicabano, Mathematical education history, Women education, Methodist school