<?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>2236-3459</journal-id>
<journal-title><![CDATA[História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Hist. Educ.]]></abbrev-journal-title>
<issn>2236-3459</issn>
<publisher>
<publisher-name><![CDATA[Associação Sul-Rio-Grandense de Pesquisadores em História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2236-34592016000200033</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/56670</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A MATEMÁTICA NOS PRIMEIROS ANOS ESCOLARES: ELEMENTOS OU RUDIMENTOS?]]></article-title>
<article-title xml:lang="en"><![CDATA[MATH IN PRIMARY SCHOOL: ELEMENTS OR RUDIMENTS?]]></article-title>
<article-title xml:lang="es"><![CDATA[MATEMÁTICAS EN LA ESCUELA PRIMARIA: ELEMENTOS O RUDIMENTOS?]]></article-title>
<article-title xml:lang="fr"><![CDATA[MATH A L'ECOLE PRIMAIRE: ÉLÉMENTS OU RUDIMENTS?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[Wagner Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<volume>20</volume>
<numero>49</numero>
<fpage>33</fpage>
<lpage>47</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592016000200033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592016000200033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592016000200033&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este artigo re&#250;ne resultados parciais de pesquisa que v&#234;m sendo obtidos pela realiza&#231;&#227;o de dois projetos de investiga&#231;&#227;o, um de &#226;mbito nacional e outro internacional. Tais resultados intentam responder &#224; seguinte quest&#227;o: que trajet&#243;rias tiveram as concep&#231;&#245;es sobre os saberes matem&#225;ticos para serem ensinados nos primeiros anos escolares? O trabalho adota como enquadramento te&#243;rico refer&#234;ncias vindas da Hist&#243;ria Cultural. Utiliza como base emp&#237;rica os posicionamentos de personagens condutoras da educa&#231;&#227;o brasileira de finais do s&#233;culo 19 a meados do s&#233;culo 20, lidos em revistas pedag&#243;gicas. Buscar-se-&#225; mostrar que os saberes elementares matem&#225;ticos seguem um movimento de altern&#226;ncia entre duas concep&#231;&#245;es: ora eles s&#227;o vistos na forma de elementos, ora s&#227;o concebidos como rudimentos. E, ainda, o que parece relevante: esses dois modelos convivem na atualidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The paper presents partial results of research that have been obtained by conducting two research projects, a national and an international. These results intend to answer the following question: What trajectories had the conceptions about the mathematical knowledge to be taught in the early school years? The work adopts the theoretical framework coming references of Cultural History. Used as empirical basis the texts of important Brazilian educators of the late nineteenth century to the mid-twentieth century, read in pedagogical journals. Search It will show, since announcing the results, the elementary mathematical knowledge follow an alternating movement between two conceptions: now they are seen as elements, now this knowledge are designed as rudiments. And yet, what it seems relevant: these two models coexist today.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El art&#237;culo presenta resultados parciales de la investigaci&#243;n que se han obtenido mediante la realizaci&#243;n de dos proyectos de investigaci&#243;n, nacional e internacional. Estos resultados tienen la intenci&#243;n de responder a la siguiente pregunta: &#191;Qu&#233; trayectorias hab&#237;an las concepciones sobre el conocimiento matem&#225;tico que se ense&#241;a en los primeros a&#241;os escolares? El trabajo adopta las referencias te&#243;ricas marco procedente de Historia Cultural. Se utiliza como base emp&#237;rica los textos de importantes educadores brasile&#241;os de finales del siglo 19 hasta mediados del siglo 20, le&#237;do en revistas pedag&#243;gicas. Buscar Se mostrar&#225;, desde que anunci&#243; los resultados, el conocimiento matem&#225;tico elemental sigue un movimiento alternativo entre dos concepciones: ahora son vistos como elementos, ahora este conocimiento se ha dise&#241;ado como rudimentos. Y, sin embargo, lo que parece relevante: estos dos modelos coexisten en la actualidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#233;sum&#233; Le texte pr&#233;sente les r&#233;sultats de recherche partiels qui ont &#233;t&#233; obtenus en effectuant deux projets de recherche, une nationale et une internationale. Ces r&#233;sultats ont l'intention de r&#233;pondre &#224; la question suivante: Quelles sont les conceptions de la connaissance math&#233;matique pour &#234;tre enseign&#233; dans les premi&#232;res ann&#233;es d'&#233;cole? Le travail adopte les cadres venant r&#233;f&#233;rences th&#233;oriques de l'histoire culturelle. Utilis&#233;s comme base empirique les positions des personnages qui menaient l'&#233;ducation br&#233;silien de la fin du 19e si&#232;cle au milieu du 20e si&#232;cle, lu dans des revues p&#233;dagogiques. Les r&#233;sultats montrent que la connaissance math&#233;matique &#233;l&#233;mentaire suivre un mouvement alternatif entre deux conceptions: &#224; un moment o&#249; ils sont consid&#233;r&#233;s comme des &#233;l&#233;ments;...]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[matemática curso primário]]></kwd>
<kwd lng="pt"><![CDATA[aritmética]]></kwd>
<kwd lng="pt"><![CDATA[saber elementar.]]></kwd>
<kwd lng="en"><![CDATA[elementary school mathematics]]></kwd>
<kwd lng="en"><![CDATA[arithmetic]]></kwd>
<kwd lng="en"><![CDATA[elementary knowledge]]></kwd>
<kwd lng="es"><![CDATA[matemáticas de la escuela primaria]]></kwd>
<kwd lng="es"><![CDATA[aritmética]]></kwd>
<kwd lng="es"><![CDATA[saber elemental]]></kwd>
<kwd lng="fr"><![CDATA[mathématiques de l'école élémentaire]]></kwd>
<kwd lng="fr"><![CDATA[arithmétique]]></kwd>
<kwd lng="fr"><![CDATA[savoir élémentaire]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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