<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2016000300567</article-id>
<article-id pub-id-type="doi">10.7213/dialogo.educ.16.049.DS03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aritmética Intuitiva: das Primeiras lições de coisas à legislação]]></article-title>
<article-title xml:lang="en"><![CDATA[Arithmetic Intuitive: of Primary object lessons for legislation]]></article-title>
<article-title xml:lang=""><![CDATA[Aritmética Intuitive: de Primeras lecciones de cosas a legislación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinto*]]></surname>
<given-names><![CDATA[Neuza Bertoni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Felisberto]]></surname>
<given-names><![CDATA[Lidiane Gomes dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>49</numero>
<fpage>567</fpage>
<lpage>588</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2016000300567&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2016000300567&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2016000300567&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nos primeiros anos de Rep&#250;blica, o m&#233;todo intuitivo se fez presente nos discursos pedag&#243;gicos como carro-chefe para a renova&#231;&#227;o pedag&#243;gica que se almejava. Considerando que o manual Primeiras Li&#231;&#245;es de Coisas, produzido pelo americano N. Calkins e traduzido por Rui Barbosa, &#233; um reconhecido material pedag&#243;gico que documenta como o ensino intuitivo deveria ser aplicado pelos professores, este estudo se prop&#245;e &#224; an&#225;lise dos saberes elementares aritm&#233;ticos presentes no referido manual a fim de verificar se houve a apropria&#231;&#227;o do mesmo pela legisla&#231;&#227;o educacional paranaense nas primeiras d&#233;cadas do s&#233;culo XX. As an&#225;lises revelam que a ado&#231;&#227;o do m&#233;todo intuitivo e do manual Primeiras Li&#231;&#245;es de Coisas pela legisla&#231;&#227;o educacional paranaense estava atrelada &#224; cria&#231;&#227;o dos Grupos Escolares no Estado do Paran&#225; e, consequentemente, &#224;s novas finalidades dadas &#224; escola prim&#225;ria. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract IIn the early years of the Republic, the intuitive method was present in the pedagogical discourse as flagship for pedagogical renewal that craved. Whereas the manual Primary Object Lessons, produced by the American N. Calkins and translated by Rui Barbosa, is a recognized educational materials documenting how the intuitive teaching should be applied by teachers, this study aims to analyze the content of the arithmetical elementary present in the manual to see if there was ownership of it by the Paran&#225; educational legislation in the first decades of the twentieth century. The analyzes reveal that the adoption of the intuitive method and the manual Primary Object Lessons by paranaense educational legislation was linked to the creation of the School Groups in Paran&#225; and consequently, to new purposes given to primary school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola Primária]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Intuitivo]]></kwd>
<kwd lng="pt"><![CDATA[Aritmética]]></kwd>
<kwd lng="pt"><![CDATA[Lições de Coisas]]></kwd>
<kwd lng="en"><![CDATA[Escuela Primaria]]></kwd>
<kwd lng="en"><![CDATA[Educación Intuitiva]]></kwd>
<kwd lng="en"><![CDATA[Aritmética]]></kwd>
<kwd lng="en"><![CDATA[Lecciones de Cosas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BASTOS]]></surname>
<given-names><![CDATA[M. H. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Método intuitivo e lições de coisas por Ferdinand Buisson.]]></article-title>
<source><![CDATA[História da Educação]]></source>
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<volume>17</volume>
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<issue>39</issue>
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<source><![CDATA[Teoria &amp; Educação]]></source>
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<issue>2</issue>
<page-range>177-229</page-range></nlm-citation>
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<surname><![CDATA[JULIA]]></surname>
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</article>
