O cálculo diferencial e integral no ensino profissionalizante
That job aims to studying professional education in high school, especificaly Differential and Integral Calculus contents (ICD). Calculus is a subjects of mathematics, in which there are several applications in different contexts, one of them the industrial area. This fact raises the question of why...
| Autor principal: | Borgo, Leonardo Antonio |
|---|---|
| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
|
| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/23708 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: |
That job aims to studying professional education in high school, especificaly Differential and Integral Calculus contents (ICD). Calculus is a subjects of mathematics, in which there are several applications in different contexts, one of them the industrial area. This fact raises the question of why this topic was excluded from the curriculum of professional education, some courses do not have it as a subject. To answer this question, a theoretical study was carried out, seeking in the legislation and literature, to get to know the theme through the path in professional education in Brazil, structuring the investigation in the twentieth century. To make it easier to understand the exclusion of the ICD, we reviewed the story from the beginning of the last century beginning of the last century with the creation of the “Escola de Aprendiz Artífice”, officially beginning the technical vocational education. Will also contemplate the reforms of Francisco Campos, Capanema and the Modern Math Movement (MMM), directly implicated in the content of the ICD. To mention the history of the Universidade Tecnológica Federal do Paraná (UTFPR), since its creation, citing also by the Escola Técnica Federal do Paraná (ETFPR) and Centro Federal de Educação Tecnológica (CEFET). The legislation is fundamental to regulate the course curriculum in Brazil, só the Brazilian legislation was revised from the last Lei de Diretrizes e Base da Educação Nacional (LDB) law 9.394, of 1996, reaching the national curriculum directive that is a document prepared by the Conselho Nacional de Educação (CNE). Finally, what the authors have written about ICD in vocational education, as well as its feasibility and application using technological resources. |
|---|