<?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>S1981-416x2016000300629</article-id>
<article-id pub-id-type="doi">10.7213/dialogo.educ.16.049.DS06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Matemáticas elementares na Escola Normal de Natal: entre legislações, programas de ensino, materiais didáticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Elementary mathematics at the Normal School of Natal: between legislation, education programs, teaching materials]]></article-title>
<article-title xml:lang="es"><![CDATA[Matemáticas elementales en la Escuela Normal de Natal: entre la legislación, programas de educación, materiales de enseñanza]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assis]]></surname>
<given-names><![CDATA[Márcia Maria Alves de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Iran Abreu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,ituto de Educação Superior Presidente Kennedy  ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal RN]]></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>629</fpage>
<lpage>653</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2016000300629&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2016000300629&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2016000300629&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo caracterizamos uma pesquisa cuja finalidade principal foi descrever m&#250;ltiplos aspectos das trajet&#243;rias das matem&#225;ticas elementares referentes &#224;s legisla&#231;&#245;es, aos programas de ensino e aos materiais did&#225;ticos utilizados na Escola Normal de Natal, entre 1908 e 1970. Para alcan&#231;ar os objetivos previstos nos apoiamos em fundamentos te&#243;rico- metodol&#243;gicos da hist&#243;ria cultural, segundo o qual a hist&#243;ria se constitui na a&#231;&#227;o de relatar padr&#245;es da cultura de determinada &#233;poca. Em nosso estudo abordamos especificamente a cultura escolar, no sentido de revelar aspectos das trajet&#243;rias da Aritm&#233;tica, da Geometria e do Desenho na forma&#231;&#227;o de professores prim&#225;rios na referida escola. As indaga&#231;&#245;es feitas &#224;s fontes de pesquisa possibilitaram a organiza&#231;&#227;o de uma narrativa hist&#243;rica fundamentada em tr&#234;s setores: legisla&#231;&#245;es, programas de ensino e materiais did&#225;ticos. Constatamos que as conex&#245;es entre esses setores foram fundamentais para que pud&#233;ssemos compreender o surgimento de pr&#225;ticas pedag&#243;gicas a serem utilizadas posteriormente na forma&#231;&#227;o de professores dos anos iniciais, a partir da segunda metade da d&#233;cada de 1960, quando foi criada uma nova escola de Forma&#231;&#227;o de Professores, em Natal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article we characterize a survey whose main purpose was to describe different aspects of the elementary mathematical trajectories relating to legislation, to educational programs and teaching materials used in Natal Normal School between 1908 and 1970. To achieve the objectives we rely on theoretical and methodological foundations of cultural history, according to which the story is the action of reporting standards of the particular time culture. In our study specifically addressed the school culture, to reveal aspects of the trajectories of Arithmetic, Geometry and Design in the formation of primary teachers in this school. The inquiries of the research sources allowed the organization of a historical narrative based on three areas: legislation, education programs and teaching materials. We note that the connections between these sectors were key so we could understand the emergence of pedagogical practices to be used later in the training of teachers in the early years, from the second half of the 1960s, when a new school Teacher Training was established, in Natal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este art&#237;culo caracterizamos un estudio cuyo objetivo principal era para describir los diferentes aspectos de las trayectorias matem&#225;ticas elementales relativas a la legislaci&#243;n, a los programas educativos y materiales did&#225;cticos utilizados en la Escuela Normal de Natal entre 1908 y 1970. Para lograr nuestros objetivos nos basamos en fundamentos te&#243;ricos y metodol&#243;gicos de la historia cultural, seg&#250;n la cual la historia es reportar los patrones de determinada cultura en el tiempo. En nuestro estudio se centr&#243; espec&#237;ficamente en la cultura de la escuela, para revelar aspectos de las trayectorias de la aritm&#233;tica, la geometr&#237;a y el dibujo en la formaci&#243;n de maestros de primaria en esta escuela. Las indagaciones de las fuentes de la investigaci&#243;n permiti&#243; la organizaci&#243;n de una narrativa hist&#243;rica basada en tres &#225;reas: la legislaci&#243;n, los programas educativos y los materiales did&#225;cticos. Observamos que las conexiones entre estos sectores fueron clave para que pudi&#233;ramos entender el surgimiento de pr&#225;cticas pedag&#243;gicas que se utilizar&#225; m&#225;s adelante en la formaci&#243;n de los maestros en los primeros a&#241;os, a partir de la segunda mitad de la d&#233;cada de 1960, cuando se estableci&#243; una nueva escuela de Formaci&#243;n del Profesorado en la Natal. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[História da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Escola Normal]]></kwd>
<kwd lng="pt"><![CDATA[Matemáticas Elementares]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Primário]]></kwd>
<kwd lng="en"><![CDATA[History of Education]]></kwd>
<kwd lng="en"><![CDATA[Normal School]]></kwd>
<kwd lng="en"><![CDATA[Elementary Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Primary School]]></kwd>
<kwd lng="es"><![CDATA[Historia de la Educación]]></kwd>
<kwd lng="es"><![CDATA[La Escuela Normal]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas Elementales]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Primaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
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<volume>11</volume>
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<ref id="B3">
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<surname><![CDATA[JULIA]]></surname>
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<article-title xml:lang="en"><![CDATA[A cultura escolar como objeto histórico.]]></article-title>
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</back>
</article>
