Pensamento pedagógico e aritmética escolar para o curso primário no Brasil e na Espanha: tempos de ensino intuitivo

Abstract

This text analyses the raising of pedagogical thinking on the intuitive teaching of Arithmetic in primary school in Brazil and Spain. In order to do so, the appropriation of Pestalozzi's ideas is discussed, from the new historiography tendency of trying to resume a global history by comparative studies. In this way, the aim of this study is to answer the question: How had the ideas of teaching arithmetic being altered in these two countries in the early grades from the intuitive perspective?