Uma investigação sobre a trajetória da disciplina História da Matemática no curso de Licenciatura em Matemática da UFRN/CERES - Caicó

Abstract

The present study aims to investigate the historical trajectory of the History of Mathematics discipline at a specific University, seeking to understand how this component was taught and its role in the initial training of mathematics teachers. Thus, a historical study was carried out on the History of Mathematics as a discipline since the beginning of its offering at the Seridó Higher Education Center of the Federal University of Rio Grande do Norte until the present day, that is, from 1979 until 2024.Therefore, this study aims to answer the following research question: how did the trajectory of the History of Mathematics discipline develop at the Seridó Higher Education Center at the Federal University of Rio Grande do Norte? Based on this inquiry, the main objective of the research is to develop a historical interpretation of the trajectory of the History of Mathematics discipline in the Mathematics Degree course offered at the Centro de Ensino Superior do Seridó (CERES) of the Federal University of Rio Grande do Norte (UFRN). This is research of a historical nature, as the study developed is an interpretation of the historical trajectory of a discipline and for this purpose, curricular documents were consulted, such as the Pedagogical Political Projects and the curricular structures of the chosen Mathematics Degree course, the syllabus of the History of Mathematics discipline and the Programs for that discipline available. In addition, interviews were carried out with teachers who taught this curricular component and the course plans of some teachers and written assessments applied by them were analyzed. Thus, the method of data triangulation was chosen, seeking to make the different sources, written and oral, complement each other. At the end of this study, several aspects of the History of Mathematics discipline were addressed, as well as how it has changed over the years, both according to institutional documents and based on the different approaches and views of the teachers who taught the discipline throughout the course. over the years, but there are also some permanences, such as the course syllabus and some references.