Navegando por Autor "SCHUBRING, Gert"

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    Desenvolvimento historico do conceito e do processo de aprendizagem, a partir de recentes concepções matemático-didáticas (erro, obstáculos, transposição)
    (1998) SCHUBRING, Gert
    The article intends to emphasize a function of mathematics history which transcends the traditional but unsatisfactory one of motivator for classroom practice: as a foudation for theory construction imn mathematics education. For this purpose, ressentapproaches in mathematics historiography and in mathematicas education are presented. Discussing them yields a strutural convergence which is due to the view which conceptualizes the researcher and the learner as respective members of an interacting social community. At the same time, the close connection between teaching knowledge and developing knowledge is analyzed
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    O primeiro movimento internacional de reforma curricular e matemática e o papel da Alemanha: um estudo de caso na transmissão de conceitos
    (1999) SCHUBRING, Gert
    At the beginning of twentieth century, mathematics experiencied an international movement for curricular and methodical reformas in its teaching. This was first such movement and it was unique among the other school disciplines. The analysis of the movement, therefore, cannot be restricted to mathematics but has rather to take into account the broader social contexts. As these are mediates by national educational systems, one cannot assume an identity of the reform movements in the participatings countries. The paper proposes the concept of transmission as adpated for studing the dissemination of reform ideas from one or several centers to other countries and transformations which they undergo during the process of reception. As one of the main motors of the movement is constituted by a modernization crisis in Germany, the paper studies in particular the context of mathematics teaching there and the reform agenda of Felix Klein, one of the few eminent mathematicians who cared about the status of mathematics teaching.
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    Relações culturais entre Alemanha e Brasil:"Imperialismo Cultural" versus 'Nacionalismo'
    (2003) SCHUBRING, Gert
    Cultural developments are to a considerable degree based on exchange with other cultures. The educational system as the key element of a country's culture responds particularly sensitively to influences transmitted from other cultures. The 19th century and the first half of the 20th century, which were the epochs of colonialism and of European imperialism, produced specific forms of cultural relations between the European metropoles and the overseas peripheries, forms for which the term "cultural imperialism" was coined by Pyenson. The creation and the extension of an educational system of their own by the German colonists immigrating into the southern states of the Brazilian Federation present a revealing case for this cultural imperialism. In this paper, sources not explored until now, preserved in two German archives, abundant documents for these processes are presented for the first time. These sources are used for analysing the general patterns of cultural relations between Germany and the regions of German colonisation in Brazil, in the context of the growing Brazilian nationalism aiming at nationalising the schools of the immigrants and to establish a coherent Brazilian system of education. Moreover, the paper provides new access to the educational history of Brazil, to the history of particular schools, and to the history of the didactics of the school disciplines, in particular to mathematics education, and opens therefore a vast area for historical research.