Pedagogia Intuitiva da Escola Elementar de Pestalozzi: como se ensinava Aritmética?

Abstract

ResumoEste artigo tem por objetivo compreender o arranjo metodológico no ensino da Aritmética na escola elementar de Pestalozzi. Interessa saber como se ensinava Aritmética na escola elementar pestalozziana? Ao transformar alguns textos de Pestalozzi em documentos, notei que o educador suíço sistematizou uma teoria pedagógica que mudou o estatuto da tríade: aluno-saber-professor. Trata-se de uma pedagogia assentada na atividade do espírito humano manifestada pela intuição. Denominei-a de pedagogia intuitiva. Uma pedagogia que psicologizou o saber elementar, sob o pretexto de seguir a natureza humana através das intuições sensível e racional. Colados na forma mais simples, os saberes da Aritmética foram reduzidos, de algum modo, aos elementos palpáveis, visíveis e acessíveis a todos os sentidos. Palavras-chave:Aritmética. Pedagogia Intuitiva. Pestalozzi. AbstractThis article aims to understand the methodological arrangement in Pestalozzi's arithmetic teaching in elementary school. The question arises: How arithmetic was taught in the Pestalozzi elementary school way? By transforming some of Pestalozzi texts in documents, I noticed that the Swiss teacher systematized a pedagogical theory that changed the status of the triad: student-knowledge-teacher. This is a pedagogy based in the activity of the human spirit manifested by intuition. I called it intuitive pedagogy. A pedagogy that psychologized the elementary knowledge, under the pretext of following human nature through the sensitive and rational intuitions. Put together in the simplest form, the knowledge of arithmetic has been reduced, in some way, to the tangible, visible and accessible elements to all senses.

Food and Nutrition Education Using Intuitive Method and NOVA Food Classification: Implications for Food Practices of Children and Adolescents Intuitive Method in Food and Nutrition Education

“…In other contexts, the IM, for its objective and active characteristic, have shown to be effective for teaching different subjects, especially for children, such as geography 13 and math. 14,15 However, there are no studies in the scientific literature that apply the IM in the teaching of FNE or that study its performance in interventions with different durations.…”

O ensino de Matemática no pensamento de Comênius, Pestalozzi e Montessori

“…On the other hand, in Oliveira (2017), we found that the child, when already familiarized with the exercises proposed in table 1, advanced to the parts of the units, that is, studied the fractions. Pestalozzi (2009, p. 46) tells us that "The straight line is still the simplest and the easiest way here, the one that lends itself best to observation and execution", as, according to Oliveira (2017Oliveira ( , p. 1027, it can be seen in the figure that "Dividing a straight line into equal measures is to make the child observe the parts or fractions of a unit". Soon the fractions also had a table, just like in the study of numbers.…”

“…The use of this board admitted that the child exercised the ability to see the line as a unit and to establish the relationships between these units. Oliveira (2017) tells us that, to reach the first objective, it was necessary to ask the child to reproduce four lines on the blackboard and write the number 4; five lines and write the number 5, and so on, because "reproducing lines was also the time to write numbers" (OLIVEIRA, 2017(OLIVEIRA, , p. 1026. Besides, observing this table, the teacher could ask questions involving operations of addition, subtraction, multiplication and division, mentally, without the need to register the signs (+, -, ×, ÷).…”

“…Thus, as Oliveira (2017) points out, the elements of Geometry for Pestalozzi [...] they were studied from the form and the measurement, as well as the linear drawing and the artistic drawing being independent subjects, but subordinated and articulated to the first ones. Through the intuitive method the child began to study the elements of Geometry from the form (OLIVEIRA, 2017(OLIVEIRA, , p. 1019.…”

“…In addition to other learnings, this table II allows the child to learn, through each box, how many equal parts are necessary to compose a unit. As the study progresses, fractions are represented by numbers (1/2;1/3,1/4,...) (OLIVEIRA, 2017(OLIVEIRA, , p. 1027.…”