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Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2022-09-26T15:07:03Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Fatima_Cristina_Lopes_Fonseca.pdf: 1032225 bytes, checksum: e6284c28876f16e804cf0333eecd91a4 (MD5) Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2022-09-26T19:07:05Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Fatima_Cristina_Lopes_Fonseca.pdf: 1032225 bytes, checksum: e6284c28876f16e804cf0333eecd91a4 (MD5) Made available in DSpace on 2022-09-26T19:07:05Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Fatima_Cristina_Lopes_Fonseca.pdf: 1032225 bytes, checksum: e6284c28876f16e804cf0333eecd91a4 (MD5) Previous issue date: 2022-08-25 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES Esta pesquisa vinculada ao Programa de Pós-Graduação em Educação Matemática/UFPel trata das narrativas de formação e docência de professoras que ensinam Matemática nos anos iniciais. Questiona: como as professoras dos anos iniciais de uma escola de Canguçu narram a formação e a docência com o ensino da Matemática? Objetiva analisar as narrativas de formação e de docência de professoras que ensinam Matemática nos anos iniciais de uma escola pública do município de Canguçu/RS. Possui abordagem qualitativa, tendo como material investigativo entrevistas semiestruturadas com cinco professoras dos anos iniciais. Os dados foram organizados a partir de dois grupos de sentido a partir das narrativas: Formação para ensinar Matemática e Docência para ensinar Matemática. No grupo Formação para ensinar Matemática destaca-se os estudos no curso Normal e algumas disciplinas na Licenciatura em Pedagogia, com uma formação voltada para o uso dos materiais manipuláveis e pouca ênfase nos conhecimentos específicos de Matemática e nos curriculares. No grupo Docência para ensinar Matemática pontua-se que nos anos iniciais esta é considerada a partir dos materiais manipuláveis, dos jogos, das brincadeiras, dos conhecimentos prévios dos alunos, de algumas tentativas de integração entre as áreas de conhecimento e de possíveis reflexões sobre a prática. Acredita-se que a ênfase da docência no uso e na exploração dos materiais manipuláveis como um recurso para ensinar Matemática está relacionada com a formação a nível médio, no curso Normal, e no nível superior, no curso de Pedagogia, em que enfatizam tais recursos como um dos únicos modos de ensinar Matemática. Questiona-se se não existiriam outras possibilidades de formação e de docência, além das metodologias de ensino e dos recursos didáticos manipuláveis, para que os professores produzissem outros saberes e modos de ensinar. Defende-se que a formação e a docência precisam oportunizar momentos de estudos sobre outras perspectivas teóricas além daquelas voltadas às perspectivas cognitivas. Research linked to the Graduate Program in Mathematics Education/UFPel, deals with the formation and teaching of teachers who instruct Mathematics in the early childhood education. Question: How do the teachers of the early years of a school in Canguçu narrate the formation and teaching with the instruct of Mathematics? It aims to analyze the training and teaching narratives of teachers who instruct Mathematics in the initial years of a public school in the city of Canguçu/RS. It has a qualitative approach, having as investigative material semistructured narrative interviews, with five teachers from the early childhood education. The data were organized from two meaning groups, with approximations of Discursive Textual Analysis: Formation to teach Mathematics and Teaching to instruct Mathematics. In the group Formation to teach Mathematics, we highlight the studies in the Normal course and some disciplines in the degree in Pedagogy, with a training focused on the use of manipulated materials, with little emphasis on the specific knowledge of Mathematics and curriculars. In the Teaching group to instruct Mathematics, it is punctuated that in the early years is considered from the manipulated materials, games, recreation, previous knowledge of students, some attempts to integrate between areas of knowledge and possible reflections on practice. It is believed that the emphasis of teaching in the use and exploration of manipulated materials as a resource for instruct Mathematics is related to formation at the middle, normal, and higher level in the Pedagogy course, which emphasize such resources as one of the only ways of teaching Mathematics. It is questioned whether there would be no other possibilities of formation and teaching, in addition to teaching methodologies with manipulated resources, so that teachers could produce other knowledge and ways of educating. It supports that formation and teaching need to provided moments of studies on other theoretical perspectives, in addition to those focused on cognitive perspectives.

La Iglesia mexicana, a mediados del siglo XIX, se encontraba dividida en dos facciones bien delimitadas, ‘romanos’ o partidarios de la reforma religiosa implementada desde la silla papal y educados en Roma, y el clero nacional, o ‘local’, formado en seminarios mexicanos. Estos veían con recelo la centralización del poder en la figura del sumo pontífice en detrimento de los cabildos mexicanos, así como su exclusión de posiciones importantes de poder en la Iglesia mexicana. El representante de la facción romana fue Pelagio Labastida y Dávalos, figura importantísima de la política religiosa del México decimonónico, persona muy cercana a Pío IX y quien dentro de su plan trazado buscó la centralización del poder de la Iglesia mexicana en sus manos. Una de las estrategias de reafirmación de este poder fue conseguir la coronación de la Virgen de Guadalupe. Sin embargo, el proyecto se complicó por lo que los obligó, a él y a su sobrino, José Antonio Plancarte, a idear toda una estrategia alternativa religiosa, política y mediática dentro de la cual estuvo la coronación de la Virgen de la Esperanza de Jacona. In the mid-nineteenth century, the Church in Mexico was divided into two well-defined factions: "Romans", meaning those educated in Rome who supported religious reforms implemented from the papal chair, and "locals," meaning clergy trained in Mexico at a national seminary. The latter viewed with suspicion the centralization of authority in the figure of the Supreme Pontiff, who exercised power to the detriment of local councils, which included his exclusion of those born in Mexico from important ecclesiastical positions. The representative of the Roman faction was Pelagio Labastida y Dávalos, a key figure close to Pope Pius IX, who sought to centralize power in his very own hands. One of his goals was to champion the coronation of the Virgin of Guadalupe. His project, however, was fraught with complications, forcing him and his nephew, José Antonio Plancarte, to come up with an alternative choice -- the coronation of the Virgin of Our Lady of Hope from Jacona.

La Iglesia mexicana, a mediados del siglo XIX, se encontraba dividida en dos facciones bien delimitadas, `romanos¿ o partidarios de la reforma religiosa implementada desde la silla papal y educados en Roma, y el clero nacional, o `local¿, formado en seminarios mexicanos. Estos veían con recelo la centralización del poder en la figura del sumo pontífice en detrimento de los cabildos mexicanos, así como su exclusión de posiciones importantes de poder en la Iglesia mexicana. El representante de la facción romana fue Pelagio Labastida y Dávalos, figura importantísima de la política religiosa del México decimonónico, persona muy cercana a Pío IX y quien dentro de su plan trazado buscó la centralización del poder de la Iglesia mexicana en sus manos. Una de las estrategias de reafirmación de este poder fue conseguir la coronación de la Virgen de Guadalupe. Sin embargo, el proyecto se complicó por lo que los obligó, a él y a su sobrino, José Antonio Plancarte, a idear toda una estrategia alternativa religiosa, política y mediática dentro de la cual estuvo la coronación de la Virgen de la Esperanza de Jacona., In the mid-nineteenth century, the Church in Mexico was divided into two well-defined factions: "Romans", meaning those educated in Rome who supported religious reforms implemented from the papal chair, and "locals," meaning clergy trained in Mexico at a national seminary. The latter viewed with suspicion the centralization of authority in the figure of the Supreme Pontiff, who exercised power to the detriment of local councils, which included their exclusion from important ecclesiastical positions at Mexican Church. The representative of the Roman faction was Pelagio Labastida y Dávalos, a key figure close to Pope Pius IX, who sought to centralize power in his very own hands. One of his goals was to champion the coronation of the Virgin of Guadalupe. His project, however, was fraught with complications, forcing him and his nephew, José Antonio Plancarte, to come up with an alternative choice -- the coronation of the Virgin of Our Lady of Hope from Jacona, Michoacán., Universidad Pablo de Olavide

El convento de monjas dominicas de Santa Catalina de Siena de Valladolid-Morelia fue una sólida institución religiosa fundada en el siglo XVI. Importante espacio de resguardo de mujeres pertenecientes a la oligarquía e importante institución activadora de la economía durante el periodo colonial debido a su función prestamista. Sin embargo, todo el esplendor económico y social que tuvo esta corporación se fue mermando a lo largo del siglo XIX hasta llegar a su casi extinción. Comenzando con la aplicación de medidas reformistas por parte de la monarquía española, pasando por la primera etapa de la Reforma liberal, cruzando el espejismo de paz que significó el Segundo Imperio mexicano y culminando con las fuertes disposiciones liberales impuestas en la República restaurada. The convent of Dominican nuns of Santa Catalina de Siena in Valladolid-Morelia was a well-established religious institution founded in the 16th century. It served as an important refuge for women belonging to the oligarchy as well as a great activator of the economy during the colonial period due to its practices of moneylending. However, all the economic and social splendour theretofore enjoyed by the institution dwindled throughout the 19th century until it almost passed from existence. This began with the application of reformist measures by the Spanish monarchy, continued through the first stage of the Liberal Reform, traversed the mirage of peace embodied by the Second Mexican Empire and culminated with the robust liberal regulations imposed by the restored Republic.