<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732015000100403</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2015v33n1p403</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Aritmética Intuitiva do curso primário lida em livro didático: como ensinar número e cálculo?]]></article-title>
<article-title xml:lang="es"><![CDATA[Aritmética Intuitiva del curso primario a partir del libro didáctico: ¿cómo enseñar el número y el cálculo?]]></article-title>
<article-title xml:lang="en"><![CDATA[Intuitive Arithmetic primary course read in textbook: how to teach number and calculation?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Marcus Aldenisson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mesquita]]></surname>
<given-names><![CDATA[Ilka Miglio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tiradentes  ]]></institution>
<addr-line><![CDATA[Aracaju SE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>33</volume>
<numero>1</numero>
<fpage>403</fpage>
<lpage>428</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732015000100403&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732015000100403&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732015000100403&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste artigo objetiva-se compreender a proposta metodol&#243;gica utilizada para ensinar Aritm&#233;tica em escolas prim&#225;rias dos anos Oitocentos, no tempo da vaga pedag&#243;gica intuitiva. Para tal compreens&#227;o, toma-se como fonte privilegiada a Arithmetica Prim&#225;ria, de Ant&#244;nio Bandeira Trajano, nos anos 1889/1890. Dessa forma, interessasse saber: como a Arithmetica Prim&#225;ria apresentou uma proposta intuitiva para ensinar a contar e a calcular? A primeira parte do artigo concentra-se em analisar o livro did&#225;tico como fonte de investiga&#231;&#227;o e sua relev&#226;ncia enquanto objeto de pesquisa. Em seguida, foca-se nos elementos que materializam o livro em quest&#227;o a partir de sua desestrutura&#231;&#227;o/desmontagem, tendo em vista a perspectiva de an&#225;lise proposta pelo historiador Jacques Le Goff (1994). Por fim, apresenta-se como se configurou a proposta intuitiva para ensinar a contar e a calcular, atrav&#233;s da an&#225;lise das p&#225;ginas da Arithmetica Prim&#225;ria. A an&#225;lise revelou que a proposta intuitiva para o ensino de n&#250;mero e c&#225;lculo conferiu outros realces &#224; Aritm&#233;tica do curso prim&#225;rio: o apelo &#224; observa&#231;&#227;o, manipula&#231;&#227;o, experimenta&#231;&#227;o, compara&#231;&#227;o e pr&#225;tica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El objetivo es comprender el enfoque metodol&#243;gico utilizado para ense&#241;ar aritm&#233;tica en las escuelas primarias del siglo XIX, a los tiempos de vacante ense&#241;anza intuitiva. Para tal comprensi&#243;n, nos referenciamos en una importante fuente Primaria Arithmetica (Arithmetica Prim&#225;ria), de Antonio Bandera Trajano [1889?], en los a&#241;os 1889/90. Surge la pregunta: &#191;c&#243;mo la Arithmetica Primaria present&#243; una propuesta intuitiva para ense&#241;ar a contar y calcular? La primera parte del art&#237;culo se centra en el an&#225;lisis de los libros de texto como fuente de investigaci&#243;n y su relevancia como objeto de investigaci&#243;n. Luego se centra en los elementos que materializan el libro en cuesti&#243;n, su deconstrucci&#243;n / desmontaje, teniendo en cuenta la perspectiva de an&#225;lisis propuesto por el historiador Jacques Le Goff (1994). Por &#250;ltimo, se presenta como se confi gur&#243; la propuesta intuitiva para ense&#241;ar a contar y calcular, mediante el an&#225;lisis de las p&#225;ginas Arithmetica Primaria. El an&#225;lisis mostr&#243; que la propuesta intuitiva para la ense&#241;anza del n&#250;mero y el c&#225;lculo otorg&#243; otras mejoras a la aritm&#233;tica de la escuela primaria: la apelaci&#243;n a la observaci&#243;n, manipulaci&#243;n, experimentaci&#243;n, comparaci&#243;n y pr&#225;ctica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this article the objective is to understand the methodological approach used to teach arithmetic in primary schools of the nineteenth century, when the intuitive teaching vacancy was used. For such an understanding, it is taken as an important source Antonio Bandeira Trajano&#180;s Primary Arithmetica (Arithmetica Prim&#225;ria) in the years 1889/90. Thus, it is important to know: how Primary Arithmetic presented an intuitive proposal to teach counting and calculating? The first part of the article focuses on analyzing the textbook as a research source and its relevance as a research object. Then the article focuses on the elements that materialize the book in question from its loss of structure / dismantlement, bearing in mind the analytical perspective proposed by historian Jacques Le Goff . Finally, it appears as it was configured the intuitive proposal to teach counting and calculating, by analyzing the pages of Primary Arithmetic. The Analysis showed that the intuitive proposal for teaching number and calculation gave other enhancements to the arithmetic of elementary school: the appeal to observation, manipulation, experimentation, comparison and practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aritmética]]></kwd>
<kwd lng="pt"><![CDATA[Escola Primária]]></kwd>
<kwd lng="pt"><![CDATA[Livro Didático]]></kwd>
<kwd lng="es"><![CDATA[Aritmética]]></kwd>
<kwd lng="es"><![CDATA[Escuelas Primarias]]></kwd>
<kwd lng="es"><![CDATA[Libros Didácticos]]></kwd>
<kwd lng="en"><![CDATA[Arithmetic]]></kwd>
<kwd lng="en"><![CDATA[Primary School]]></kwd>
<kwd lng="en"><![CDATA[Textbook]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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