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Advisor(s)
Abstract(s)
Esta dissertação tem como objectivo compreender a finalidade, a organização e funcionamento da Telescola, nomeadamente no que respeita ao ensino da Estatística no período compreendido entre 1968 e 1991, numa época influenciada pelo Movimento da Matemática Moderna. De acordo com o objectivo o estudo pretende responder às seguintes questões: 1) Quais as causas que deram origem à criação da Telescola? 2) Como era o funcionamento da Telescola? 3) Como eram desenvolvidos os conteúdos de Estatística nos manuais dos alunos, nos seus testes e nos livros do professor na Telescola entre 1968 e 1991?
De acordo com o objectivo decide-se por uma metodologia de investigação histórica, cujas fontes são documentos, manuais dos alunos e livros do professor e entrevistas a professoras – monitoras.
O aumento da escolaridade obrigatória de quatro para seis anos implica o surgimento da Telescola, para suprir a falta de estabelecimentos de ensino. Os cursos aí ministrados são criados em portaria pelo Ministério da Educação Nacional e as disciplinas são as mesmas do Ciclo Preparatório do Ensino Secundário. Os professores – monitores seguem as orientações pedagógicas relativas à Matemática, divulgadas no boletim do Instituto de Meios Audiovisuais de Ensino (IMAVE), devido à introdução da Matemática Moderna. O sistema audiovisual é misto, utiliza a emissão televisiva e a exploração posterior é realizada pelo professor – monitor, professor do ensino primário em funções de acumulação. Os depoimentos orais mostram que as emissões facilitam a aprendizagem e motivam os alunos. O Ordenamento da Rede Educativa em Julho de 2003 extingue este ensino.
Os programas de Matemática entre 1968 e 1991 apresentam a Estatística associada a outros temas. Nos livros do professor de Matemática da Telescola são dadas informações sobre a organização, a construção, a interpretação e a leitura de gráficos de barras e gráficos circulares, a construção de histogramas e a interpretação de pictogramas, mas associados a Conjuntos e Números, Geometria, Grandezas e Proporcionalidade. Em simultâneo, também, os manuais do aluno de Matemática da Telescola lhe pedem que interprete e construa gráficos de barras e gráficos circulares e calcule a frequência absoluta e a frequência relativa. A análise de uma prova normal de aproveitamento de Matemática da Telescola mostra que o aluno tem que interpretar um gráfico de barras e fazer comparações entre os dados apresentados.
SUMMARY The aim of this study is to understand how the called Telescola was recognized, how it contributed to the Educational System mainly in what concerned Statistic between 1968 and 1991, on the period influenced by the Modern Mathematics. According to the aim the study pretend to answer some questions, such as. 1- What were the reasons why Telescola was created? 2- How did it work? 3- How was developed Statistic on students’ books, on tests and on teachers’ books between 1968 and 1991? According to the main purpose of the study, we decide for a Historical method of investigation, based on students and teachers books as well as interviews to teachers. Telescola happened because the Portuguese Educational System changed and students had to attend school for 6 years. As in Portugal there were not enough schools the Portuguese Ministry of Education created the Telescola with the same subjects and teachers (monitores) also received the same instructions dealing with Mathematics pedagogy as the teachers in the regular schools. Those instructions were known in a magazine created to help teachers boletim do Instituto de Meios Audiovisuais de Ensino (IMAVE) mainly because of the Modern Mathematics. The audiovisual system deals with television when they exhibited the videos and there were also primary school teachers that supported students in the classroom. According to some interviews we concluded that the televion method was well appreciated by the students, which frequently achieve better marks than those enrolled in the classical teaching method. In July 2003 that system was extinguished by the Ordenamento da Rede Educativa. The Mathematics Curriculums between 1968 and 1991 presented Statistic associated to other themes. On the Mathematics` teachers books of the Telescola there were information about organization, construction, comprehension and reading of bar graphs and pie charts, the construction of histograms and the comprehension of pictograms associated to Sets and Numbers, Geometry, Quantities and Proporcionalide. At the same time the Mathematics students’ books of the Telescola also asked students to interpret and build bar graphs and pie charts, to calculate the absolute frequency and the relative frequency. Analysing an ordinary evaluation Mathematics tests of Telescola, students must interpret bar graphs and compare the results and at last they have to choose the right answer between the five statements they have.
SUMMARY The aim of this study is to understand how the called Telescola was recognized, how it contributed to the Educational System mainly in what concerned Statistic between 1968 and 1991, on the period influenced by the Modern Mathematics. According to the aim the study pretend to answer some questions, such as. 1- What were the reasons why Telescola was created? 2- How did it work? 3- How was developed Statistic on students’ books, on tests and on teachers’ books between 1968 and 1991? According to the main purpose of the study, we decide for a Historical method of investigation, based on students and teachers books as well as interviews to teachers. Telescola happened because the Portuguese Educational System changed and students had to attend school for 6 years. As in Portugal there were not enough schools the Portuguese Ministry of Education created the Telescola with the same subjects and teachers (monitores) also received the same instructions dealing with Mathematics pedagogy as the teachers in the regular schools. Those instructions were known in a magazine created to help teachers boletim do Instituto de Meios Audiovisuais de Ensino (IMAVE) mainly because of the Modern Mathematics. The audiovisual system deals with television when they exhibited the videos and there were also primary school teachers that supported students in the classroom. According to some interviews we concluded that the televion method was well appreciated by the students, which frequently achieve better marks than those enrolled in the classical teaching method. In July 2003 that system was extinguished by the Ordenamento da Rede Educativa. The Mathematics Curriculums between 1968 and 1991 presented Statistic associated to other themes. On the Mathematics` teachers books of the Telescola there were information about organization, construction, comprehension and reading of bar graphs and pie charts, the construction of histograms and the comprehension of pictograms associated to Sets and Numbers, Geometry, Quantities and Proporcionalide. At the same time the Mathematics students’ books of the Telescola also asked students to interpret and build bar graphs and pie charts, to calculate the absolute frequency and the relative frequency. Analysing an ordinary evaluation Mathematics tests of Telescola, students must interpret bar graphs and compare the results and at last they have to choose the right answer between the five statements they have.
Description
Mestrado em Educação Matemática na Educação Pré – Escolar e nos 1.º e 2.º Ciclos do Ensino Básico
Keywords
Telescola Ensino básico mediatizado Matemática moderna Professor Estatística Modern mathematics Teacher Statistic
Citation
Valente, M. A. C. (2010). Telescola um método de ensino [Dissertação de mestrado] Escola Superior de Educação de Lisboa/Instituto Politécnico de Lisboa, Lisboa