<?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>S2236-34592016000200049</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/59428</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONTRIBUIÇÕES PARA UMA HISTÓRIA DA EDUCAÇÃO MATEMÁTICA EM SANTA CATARINA: A MODERNIZAÇÃO DA ARITMÉTICA NA REFORMA ORESTES GUIMARÃES (1910-1914)]]></article-title>
<article-title xml:lang="en"><![CDATA[CONTRIBUTIONS TO A HISTORY OF MATHEMATICS EDUCATION IN SANTA CATARINA: ARITHMETIC MODERNIZATION DURING ORESTES GUIMARÃES REFORM (1910-1914)]]></article-title>
<article-title xml:lang="es"><![CDATA[APORTES PARA UNA HISTORIA DE EDUCACIÓN MATEMÁTICA EN SANTA CATARINA: LA MODERNIZACIÓN DE LA ARITMÉTICA EN EL TIEMPO DE LA REFORMA ORESTES GUIMARAES (1910-1914)]]></article-title>
<article-title xml:lang="fr"><![CDATA[LES CONTRIBUTIONS POUR UNE HISTOIRE DE L'ÉDUCATION DE MATHÉMATIQUE DANS L'ÉTAT DE SANTA CATARINA: LA MODERNISATION DE L'ARITHMÉTIQUE PENDANT LA RÉFORME ORESTES GUIMARÃES (1910-1914)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[David Antonio da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Thuysa Schlichting de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></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>49</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592016000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592016000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592016000200049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No &#226;mbito deste artigo tem-se por objetivo compreender a inclus&#227;o e organiza&#231;&#227;o da mat&#233;ria Aritm&#233;tica nos programas de ensino dos grupos escolares de Santa Catarina durante os primeiros anos da reforma Orestes Guimar&#227;es. O per&#237;odo privilegiado na investiga&#231;&#227;o &#233; marcado pelo afloramento dos discursos da pedagogia moderna no Brasil. Assim, as discuss&#245;es focalizam as implica&#231;&#245;es de uma educa&#231;&#227;o renovada e moderna nas prescri&#231;&#245;es da mat&#233;ria em quest&#227;o. A an&#225;lise hist&#243;rica toma como fonte de pesquisa os documentos escolares normativos. O estudo permitiu o delineamento de um panorama educacional em que a matriz pedag&#243;gica do ensino intuitivo, alicer&#231;ada pela organiza&#231;&#227;o graduada dos estudos seriados, caracterizou uma nova formata&#231;&#227;o para o ensino da Aritm&#233;tica nos grupos escolares catarinenses.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to understand the arithmetic's inclusion and organization in School Groups' curriculum during the early years of Orestes Guimar&#227;es Reform in Santa Catarina, Brazil. This research focuses on the period marked by Modern Pedagogy hegemony in the country, therefore our analysis considers the implications of a renewed and modern education in arithmetic prescriptions. This historical analysis adopts the documents which regulated the reform as research's source. The study allowed to design an educational panorama where the pedagogical matrix of intuitive teaching, based on serial graded studies, characterized a new standard for arithmetic teaching in Santa Catarina School Groups.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El art&#237;culo tiene como objetivo comprender la inclusi&#243;n y la organizaci&#243;n de la aritm&#233;tica en los programas educativos de los Grupos escolares en Santa Catarina durante los primeros a&#241;os de la Reforma Orestes Guimar&#227;es. El per&#237;odo privilegiado en la investigaci&#243;n se caracteriza por afloramientos de los discursos de la pedagog&#237;a moderna en Brasil, por lo que las discusiones se centran en las consecuencias de una educaci&#243;n renovada y moderna en las prescripciones de la materia aritm&#233;tica. El an&#225;lisis adopta los documentos normativos de las escuelas como una fuente de investigaci&#243;n. El estudio describe un panorama educativo marcado por la ense&#241;anza intuitiva que cont&#243; con un nuevo formato para la ense&#241;anza de la aritm&#233;tica en los Grupos Escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#233;sum&#233; Cet article vise &#224; comprendre l'inclusion et l'organisation de l'arithm&#233;tique dans le programme des Groupes Scolaires au cours des premi&#232;res ann&#233;es de la r&#233;forme Oreste Guimar&#227;es &#224; Santa Catarina, Br&#233;sil. Cette recherche porte sur la p&#233;riode marqu&#233;e par l'h&#233;g&#233;monie de la p&#233;dagogie moderne dans le pays, donc notre analyse examine les implications d'une &#233;ducation renouvel&#233;e et moderne dans les prescriptions arithm&#233;tiques. L'analyse historique prend comme source de recherche des documents scolaires normative. L'&#233;tude a permis de concevoir un panorama &#233;ducatif o&#249; la matrice p&#233;dagogique de l'enseignement intuitive, bas&#233;e sur des &#233;tudes gradu&#233;es en s&#233;rie, caract&#233;ris&#233; une nouvelle norme pour l'enseignement de l'arithm&#233;tique aux les Groupes Scolaires dans l' &#201;tat de Santa Catarina.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aritmética]]></kwd>
<kwd lng="pt"><![CDATA[grupos escolares]]></kwd>
<kwd lng="pt"><![CDATA[método intuitivo]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="en"><![CDATA[Arithmetic]]></kwd>
<kwd lng="en"><![CDATA[school groups]]></kwd>
<kwd lng="en"><![CDATA[intuitive method]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="es"><![CDATA[Aritmética]]></kwd>
<kwd lng="es"><![CDATA[escuela primaria]]></kwd>
<kwd lng="es"><![CDATA[método intuitivo]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="fr"><![CDATA[l'arithmétique]]></kwd>
<kwd lng="fr"><![CDATA[les groupes scolaires]]></kwd>
<kwd lng="fr"><![CDATA[le méthode intuitive]]></kwd>
<kwd lng="fr"><![CDATA[l'enseignement de mathématique]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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