<?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>S2236-34592016000200065</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/54093</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CÁLCULO EM MATEMÁTICA: UM ASSUNTO PARA O ENSINO EM GERAL OU ESPECÍFICO PARA O ENSINO TÉCNICO]]></article-title>
<article-title xml:lang="en"><![CDATA[CALCULUS IN MATHEMATICS: A SUBJECT FOR TEACHING IN GENERAL OR SPECIFICALLY IN TECHNICAL EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[CÁLCULO EN LAS MATEMÁTICAS: ¿UN TEMA PARA LA ENSEÑANZA EN GENERAL O ESPECIFICO DE EDUCACIÓN TÉCNICA]]></article-title>
<article-title xml:lang="fr"><![CDATA[CALCUL EN MATHÉMATIQUES: UN SUJET DE L'ENSEIGNEMENT EN GÉNÉRAL OU SPÉCIFIQUE A L'ÉDUCATION TECHNIQUE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Everaldo Paulo da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schubring]]></surname>
<given-names><![CDATA[Gert]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></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>65</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592016000200065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592016000200065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592016000200065&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No &#226;mbito deste texto o nosso objetivo &#233; seguir o caminho de C&#225;lculo Diferencial e Integral na educa&#231;&#227;o geral/ensino secund&#225;rio e da educa&#231;&#227;o profissional/ensino t&#233;cnico no Brasil. Para realizar essa tarefa tra&#231;ou-se um panorama hist&#243;rico do s&#233;culo 20, tendo como ponto de partida a Confer&#234;ncia Internacional sobre o Ensino de Matem&#225;tica de Paris, em 1914, a legisla&#231;&#227;o brasileira e os contextos pol&#237;ticos e econ&#244;micos que, por vezes, influenciaram a inclus&#227;o ou a extin&#231;&#227;o do C&#225;lculo dos programas nacionais, e tamb&#233;m acompanhar a trajet&#243;ria do C&#225;lculo na disciplina Matem&#225;tica desde Escola T&#233;cnica Federal de S&#227;o Paulo at&#233; sua transforma&#231;&#227;o em Centro Federal de Educa&#231;&#227;o Tecnol&#243;gica, onde foi implantado, pela primeira vez, o ensino m&#233;dio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Our goal is to follow the path of Differential and Integral Calculus in General Education, secondary education, and Professional Education, technical education, in Brazil in a case study. To accomplish this task, we will make a historical overview of the twentieth century, taking as a starting point the International Conference on the Teaching of Mathematics in Paris in 1914, Brazilian legislation and the political and economic contexts that sometimes influenced either inclusion or exclusion of calculus of national programs, and also the Calculus trajectory in mathematics discipline of the Escola T&#233;cnica Federal de S&#227;o Paulo until its transformation into the Centro Federal de Educa&#231;&#227;o Tecnol&#243;gica where the secondary education type became implemented for the first time.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Nuestro objetivo es analizar la trayectoria del C&#225;lculo Diferencial e Integral en la Educaci&#243;n General, Educaci&#243;n Secundaria, y en la Educaci&#243;n Profesional, Educaci&#243;n Secundaria Modalidad T&#233;cnico Profesional, en Brasil en un estudio de caso. Para realizar esa tarea, desarrollaremos un panorama hist&#243;rico del siglo 20, teniendo como punto de partida la Conferencia Internacional sobre la Ense&#241;anza de Matem&#225;ticas en Paris, en 1914, la legislaci&#243;n brasile&#241;a y los contextos pol&#237;ticos y econ&#243;micos que, en alg&#250;n momento, influenciaron en la inclusi&#243;n o la extinci&#243;n del c&#225;lculo en los programas nacionales; y tambi&#233;n la trayectoria del c&#225;lculo en la disciplina de matem&#225;ticas de la Escuela T&#233;cnica Federal de S&#227;o Paulo hasta su transformaci&#243;n para el Centro Federal de Educaci&#243;n Tecnol&#243;gica, donde fue implantado la educaci&#243;n secundaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#233;sum&#233; Notre objectif est de suivre la trajectoire du Calcul Diff&#233;rentiel et Int&#233;gral dans l'Enseignement General, enseignement secondaire. et l'Enseignement Professional, enseignement technique, au Br&#233;sil dans une &#233;tude de cas. Pour accomplir ce t&#226;che, nous ferons un survol historique du 20&#232;me si&#232;cle, qui aura comme point de d&#233;part la Conf&#233;rence Internationale sur l'Enseignement des Math&#233;matique &#224; Paris en 1914, les lois br&#233;siliennes et les contextes politiques et &#233;conomiques qui ont parfois influenc&#233; l'inclusion, ou l'exclusion du calcul infinit&#233;simal des programmes nationaux, et aussi la trajectoire de ce Calcul dans l'enseignement des math&#233;matiques dans la Escola T&#233;cnica Federal de S&#227;o Paulo jusqu'&#224; sa transformation en le Centro Federal de Educa&#231;&#227;o Tecnol&#243;gica o&#249; l'enseignement secondaire a &#233;t&#233; mis en &#339;...]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[disciplina matemática]]></kwd>
<kwd lng="pt"><![CDATA[história do ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[cálculo no ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[história do cálculo]]></kwd>
<kwd lng="en"><![CDATA[mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[history of mathematics education]]></kwd>
<kwd lng="en"><![CDATA[calculus in secondary school]]></kwd>
<kwd lng="en"><![CDATA[history of calculus]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[historia de la educación matemática]]></kwd>
<kwd lng="es"><![CDATA[cálculo en la escuela secundaria]]></kwd>
<kwd lng="es"><![CDATA[historia de cálculo]]></kwd>
<kwd lng="fr"><![CDATA[l'enseignement des mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[histoire de l'enseignement des mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[calcul infinitésimal à l'école secondaire]]></kwd>
<kwd lng="fr"><![CDATA[l'histoire de calcul infinitésimal]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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