O ensino de lógica para as séries iniciais nos impressos do Laboratório de Currículos do Rio de Janeiro (1975-1979)

Abstract

This dissertation aims to identify the knowledge required to teach Logic and the knowledge about teaching Logic through the categories of sequence, meaning, progression, exercises, and problems in the publications of the Curriculum Laboratory of Rio de Janeiro (LC) from 1975 to 1979, during the first administration phase of the LC, which is the focus of this research. The study emphasizes the ideas of Zoltan Dienes (1916-2014) that guided the teaching of Logic in these works. The methodology incorporates theoretical elements from several authors, such as Certeau (1982), Hofstetter, Schneuwly, and Freymond (2017), and Chartier (1988), in addition to the analysis categories by Morais, Bertini, and Valente (2021). The research focuses on three specific LC publications: Pedagogical Notebook Synthesis (1976), Pedagogical Notebook - Literacy (1977), and Methodological Proposal 4th Grade (1978). The guiding question is: How can the analysis through the categories of sequence, meaning, progression, exercises, and problems support capturing the knowledge required to teach Logic and the knowledge about teaching Logic in the printed materials of the Curriculum Lab? And which ideas of Dienes guided the teaching of Logic in these publications? The analysis reveals an educational approach that gradually develops new logical structures, permeating not only mathematics but also other disciplines. The knowledge required to teach Logic and the knowledge about teaching Logic identified through the analysis categories include the use of manipulative materials such as Logic Blocks, aligned with the principles of Dienes and Piaget. The approach seeks to explore various forms of representation and materials, grounded in Piagetian principles, mathematical logic, and contemporary language, adopting a structuralist perspective with emphasis on conservation, classification, dynamism, and perceptual and mathematical variability. The emphasis on teaching Logic follows a sequence, from the isolated approach of connectives to the formation of complex sentences, representing the progressive construction of new logical structures.