Loading...
Publication
A lógica matemática nos curricula do ensino secundário em Portugal
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.63 MB | Adobe PDF |
Authors
Abstract(s)
Nesta dissertação far-se-á uma visita às reformas dos currículos de Matemática a partir das
reformas do ensino que ocorreram na segunda metade do sec. XX e XXI no sentido de
tentar perceber o papel que foi dado à Lógica Matemática nessa evolução. Será também
dada atenção a influências externas determinantes nesse processo. De passagem debruçarnos-emos sobre o alargamento da escolaridade obrigatória e sobre a tentativa de abolição
de uma escola elitista. Os principais vultos das reformas que promoveram e acreditaram
nos benefícios da lecionação de Lógica Matemática serão mais detalhadamente abordados.
Também se fará uma cuidadosa análise das posições contrárias, nomeadamente daqueles
que, em várias épocas, mais criticaram o que achavam ser excesso de formalismo,
raciocínio dedutivo e abordagens carregadas de teoremas e axiomas. Abordaremos muito
resumidamente o nascimento da associação profissional de professores no último quartel
do sec. XX e com mais detalhe a influência que este movimento associativo teve na
definição de políticas educativas. Posteriormente far-se-á uma abordagem a aspetos
científicos da Lógica restringindo esta abordagem à Lógica de Proposições e à Lógica de
Predicados.
In this dissertation will be made a visit to the reforms of the Mathematics curriculum from the reforms of education that occurred in the second half of the sec. XX and XXI to try to understand the role that was given to mathematical logic in this evolution. Attention will also be given to determining external influences in this process. In passing, some attention will be given to the extension of compulsory education and the attempt to abolish an elitist school. The main figures of the reforms that promoted and believed in the benefits of teaching mathematical logic will be discussed in more detail. Careful analysis will also be made of the opposing positions, notably those that at various times have criticized what they thought were excessive formalism, deductive reasoning, and approaches laden with theorems and axioms. We will very briefly address the birth of the professional association of teachers in the last quarter of sec. XX and in more detail the influence that this associative movement had on the definition of educational policies. Subsequently an approach will be made to scientific aspects of Logic restricting it to the Logic of Propositions and the Logic of Predicates.
In this dissertation will be made a visit to the reforms of the Mathematics curriculum from the reforms of education that occurred in the second half of the sec. XX and XXI to try to understand the role that was given to mathematical logic in this evolution. Attention will also be given to determining external influences in this process. In passing, some attention will be given to the extension of compulsory education and the attempt to abolish an elitist school. The main figures of the reforms that promoted and believed in the benefits of teaching mathematical logic will be discussed in more detail. Careful analysis will also be made of the opposing positions, notably those that at various times have criticized what they thought were excessive formalism, deductive reasoning, and approaches laden with theorems and axioms. We will very briefly address the birth of the professional association of teachers in the last quarter of sec. XX and in more detail the influence that this associative movement had on the definition of educational policies. Subsequently an approach will be made to scientific aspects of Logic restricting it to the Logic of Propositions and the Logic of Predicates.
Description
Keywords
História da matemática Ensino das matemáticas Lógica matemática História da educação Política da educação Curriculum Portugal
Citation
Valentim, Luís Manuel Goulart - A lógica matemática nos curricula do ensino secundário em Portugal [Em linha]. [S.l.]: [s.n.], 2020. 174 p.