Um estudo de avaliações de matemática na Escola de Minas de Ouro Preto de 1876 a 1891
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Data
2020-01-31
Autores
Oliveira, Davidson Paulo Azevedo
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho de tese tem caráter historiográfico e visa contribuir para uma lacuna existente nas pesquisas brasileiras em relação à matemática superior e a seu ensino no Brasil durante o século XIX. Analisamos, assim, essa disciplina na Escola de Minas de Ouro Preto, fundada, em 1876, pelo geólogo francês Henry Claude-Gorceix (1842-1919). Para isso, apresentamos provas escritas dos primeiros exames de admissão na instituição, bem como algumas resoluções pelos candidatos. Além disso, enunciados e resoluções de provas de Trigonometria, álgebra e geometria são descritos e triangulados com cartas trocadas pelo diretor francês e o imperador Dom Pedro II, além de notícias de jornais e livros didáticos que podem ter sido utilizados. Desse modo, ao longo do texto, o leitor poderá observar o que era e como se resolviam exercícios de Trigonometria, por exemplo, calcular a tangente de 2º com o uso de uma tabela de logaritmos. Encontrar máximos e mínimos de funções fracionárias por meio do Cálculo Diferencial antes mesmo do ingresso no ensino superior. Além de enunciados e resoluções de Álgebra e Geometria Plana. Os resultados são, por fim, comparados à Metáfora da Bacia Hidrográfica nas investigações em História da Matemática nas quais são apresentados pontos de convergência e divergência em relação á essa metáfora, sobretudo em relação as contribuições de Gorceix ao ensino e a pesquisa no território brasileiro.
This work has historiographic character and aims to contribute to a gap in brazilian research regarding higher mathematics and its teaching during the nineteenth century. In order to do so, we analyzed this discipline at the “Escola de Minas de Ouro Preto”, founded in 1876 by the French geologist Henry Claude-Gorceix (1842-1919). We present besides written evidence of the first entrance exams in the institution, some resolutions by the candidates. In addition, statements and resolutions of trigonometry, algebra, and geometry tests are described and triangulated with letters exchanged between the French director and Dom Pedro II, as well as newspaper and textbook that may have been used. Thus, throughout the text, the reader can observe what it was and how trigonometry exercises were solved, for example, calculating the tangent of 2° using a logarithm table. Find maximum and minimum of fractional functions through Differential Calculus even before entering higher education. In addition to statements and resolutions of Algebra and Geometry. Finally, the results are compared to the basin methapor in the investigations in History of Mathematics in which points of convergence and divergence in relation to this metaphor are presented, especially in relation to Gorceix's contributions to teaching and research in the Brazilian territory.
This work has historiographic character and aims to contribute to a gap in brazilian research regarding higher mathematics and its teaching during the nineteenth century. In order to do so, we analyzed this discipline at the “Escola de Minas de Ouro Preto”, founded in 1876 by the French geologist Henry Claude-Gorceix (1842-1919). We present besides written evidence of the first entrance exams in the institution, some resolutions by the candidates. In addition, statements and resolutions of trigonometry, algebra, and geometry tests are described and triangulated with letters exchanged between the French director and Dom Pedro II, as well as newspaper and textbook that may have been used. Thus, throughout the text, the reader can observe what it was and how trigonometry exercises were solved, for example, calculating the tangent of 2° using a logarithm table. Find maximum and minimum of fractional functions through Differential Calculus even before entering higher education. In addition to statements and resolutions of Algebra and Geometry. Finally, the results are compared to the basin methapor in the investigations in History of Mathematics in which points of convergence and divergence in relation to this metaphor are presented, especially in relation to Gorceix's contributions to teaching and research in the Brazilian territory.
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Palavras-chave
História da matemática, História da educação matemática, Escola de Minas, History of mathematics, School of Mining, History of mathematics education