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Universidade Federal Do Rio De Janeiro Instituto De Matemática Programa De Pós-Graduação Em Ensino E História Da Matemátic UNIVERSIDADE FEDERAL DO RIO DE JANEIRO INSTITUTO DE MATEMÁTICA PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO E HISTÓRIA DA MATEMÁTICA E DA FÍSICA A CONTRIBUIÇÃO DE LÉLIO GAMA NO PROCESSO DE CONSTRUÇÃO DE UMA NOVA IDENTIDADE PARA A CIÊNCIA NO BRASIL FÁBIO FERREIRA DE ARAÚJO Rio de Janeiro Julho/2019 UNIVERSIDADE FEDERAL DO RIO DE JANEIRO INSTITUTO DE MATEMÁTICA PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO E HISTÓRIA DA MATEMÁTICA E DA FÍSICA A CONTRIBUIÇÃO DE LÉLIO GAMA NO PROCESSO DE CONSTRUÇÃO DE UMA NOVA IDENTIDADE PARA A CIÊNCIA NO BRASIL FÁBIO FERREIRA DE ARAÚJO Orientação: D r. Antonio Augusto Passos Videira Tese apresentada ao Programa de Pós-Graduação em Ensino e História da Matemática e da Física da UFRJ como requisito parcial para a obtenção do título de Doutor em Ensino e História da Matemática e da Física Rio de Janeiro Julho/2019 DEDICATÓRIA Ao meu querido amigo Luiz Marcos Cavalcanti Pereira: figura humana única, fonte inspiradora em todos os momentos. AGRADECIMENTOS É chegada a hora mais importante e prazerosa da escrita: agradecer a todos os envolvidos na produção da tese. Sem a contribuição de inúmeras pessoas, ela simplesmente não existiria. Começo agradecendo ao apoio incondicional e irrestrito durante toda a jornada de minha esposa Fernanda e de meus amados filhos, Heitor e Maria Antônia. Todos os compromissos adiados serão cumpridos! Amor, companheirismo e diálogo são a nossa força! Aos meus pais José Moreira e Elizabeth por todos os esforços dedicados para que a formação moral e intelectual minha e de meus irmãos fosse a melhor possível. Aos meus irmãos José Carlos, Cláudio e Rafael pela maravilhosa infância e adolescência compartilhadas. À minha sogra e segunda mãe Menilde Carvalho, por todo apoio e carinho destinados à minha família, principalmente durante meu estágio em Sevilha. Aos componentes da banca, professores João Bosco Pitombeira de Carvalho, Dinamérico Pereira Pombo Júnior, Tatiana Marins Roque e Leonardo Rogério Miguel pelas valiosas observações no intuito de enriquecer o resultado final da tese. À Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) pelo apoio financeiro que possibilitou meu estágio sanduíche em Sevilha. Ao Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro pela licença concedida para que pudesse concluir a pesquisa. Aos colegas Rodrigo, Mariana, Gisela, Bruna, Ulisses, Cléber, Marcelo Amadeo, Gustavo, Leonardo e Marcelo Fonte Boa, companheiros desbravadores da primeira turma de doutorado do PEMAT. Aos amigos Raphael Alcaires, Jansley Chaves e Leandro Dias pela parceria nos seminários e eventos de História da Ciência. Ao professor Victor Augusto Giraldo pela amizade e eficiente condução do PEMAT, desde 2006, defendendo valores que dão ao Programa um olhar diferenciado desde o acesso, até a conclusão do aluno. Aos professores Gerard Grimberg, Gert Schubring, Marta Barroso e Márcia Fusaro pelos ensinamentos nas disciplinas e seminários ministrados. À professora Letícia Pumar pelas discussões enriquecedoras em sala de aula que determinaram um novo rumo para minhas pesquisas. À professora e amiga María de Paz Amérigo. Seus ensinamentos foram fundamentais no início do curso. Sua acolhida em Sevilha, inesquecível. Ao professor José Manuel Ferreirós Dominguez pela coorientação e amizade. A oportunidade de participar de diferentes eventos acadêmicos marcaram positivamente meu estágio em Sevilha. Experiências únicas em minha formação. As conversas descontraídas nos corredores da universidade, cafés e almoços foram agradáveis e divertidíssimas. Muito obrigado por tudo. À querida amiga de estágio Tamires D’Almagro pelas longas conversas e cervezas compartilhadas. Aos amigos brasileiros José Luís, Sérgio, Gileade, Marcus, Sheila, Romi, Paulo César (Pintinho), Mineiro, André e Daltro pelos maravilhosos sambas e pelo futebol na Alameda, em Sevilha, amenizando a saudade do Rio de Janeiro. Aos funcionários do Arquivo MAST: Maria Celina, Assis, José Benito, Everaldo, Vânia e Luci Meri por toda disponibilidade para consulta e presteza na digitalização dos documentos solicitados do Arquivo Lélio Gama. Às funcionárias da Biblioteca Henrique Morize: Eloísa Helena, Lucia Alves e Mônica Valle. À equipe de matemática do IFRJ, campus Paracambi, por possibilitarem meu afastamento durante o estágio e escrita da tese. Em especial, ao grande amigo Poncio Mineiro da Silva, amigo de longa data. E finalmente, agradeço ao meu orientador, professor e amigo Antonio Augusto Passos Videira pela generosidade em compartilhar seu elevado conhecimento e experiência acadêmica. Por acreditar e apostar em um aluno praticamente iniciante em história da ciência, ciente da longa estrada que ainda necessitava percorrer. Cada encontro teve sua parcela de importância nesse processo de maturação. No fim das contas, a sincera amizade construída ao longo dos quase oito anos de convivência foi, sem dúvida, a maior herança de todo aprendizado. RESUMO Nesta tese, analisaremos a relação entre valores e prática científica. Buscaremos compreender em que medida os valores atribuídos por um cientista determinam sua prática. Tomando como estudo de caso a trajetória científica do engenheiro, matemático e astrônomo Lélio Itapuambyra Gama (1892-1981), investigaremos se os valores por ele estabelecidos dão consistência a uma prática que, através de sua produção científica e atuação como gestor em diferentes instituições, justifique sua contribuição para a melhoria do ensino e da pesquisa científica (pura e aplicada) no Rio de Janeiro, em sentido amplo. No primeiro capítulo, abordaremos o período caracterizado pela formação intelectual de Lélio Gama e constituição de seus valores. No segundo capítulo, abordaremos o período no qual Lélio Gama se dedicou à matemática, discutindo as razões que o levaram a assumir o primeiro curso de formação específica e superior de Matemática do Rio de Janeiro, e investigando como ele propôs mudanças para o ensino da disciplina. No terceiro capítulo, analisaremos a fase da carreira de Lélio Gama como criador e gestor de instituições. Buscaremos investigar os motivos que fizeram dele um personagem fundamental nas discussões que determinaram os rumos da ciência brasileira no pós-guerra. Palavras chave: Prática Científica; Valores; Lélio Gama; Astronomia; Matemática. ABSTRACT This thesis aims to analyze the relationship between scientific values and practice. We seek to understand to what extent the values attributed by a scientist determine his scientific practice. Taking the scientific trajectory of engineer, mathematician and astronomer Lélio Itapuambyra Gama (1892-1981) as a case study, we investigate whether the values established by him are consistent with a practice that, by means of his scientific production and work as a manager in different institutions, justifies his contribution to the improvement of teaching and (pure and applied) scientific research in Rio de Janeiro, in the broad sense. In the first chapter, we address the period characterized by Lélio Gama's intellectual development and the establishment of his values. In the second chapter, we focus on the period in which he devoted himself to mathematics, discussing the reasons that led him to undertake to the first specific and higher mathematics education course in Rio de Janeiro, and investigating how he proposed changes to teaching this subject. In the third chapter, we analyze the stage in Lélio Gama's career in which he worked as a founder and manager of institutions. We investigate the reasons that turned Lélio Gama into a fundamental character in the discussions that determined the direction of postwar Brazilian science. Keywords: Scientific Practice; Values; Lélio Gama; Astronomy; Mathematics. LISTA DE FIGURAS Figura 1-1: Equipe da 1ª Comissão Exploradora do Planalto Central………………….30 Figura 1-2: Relatório apresentado pelo engenheiro militar Dr. Alípio Gama………….32 Figura 1-3: Livro de Geometria, volume I, de Octacílio Novais.....................................39 Figura 1-4: Telescópio Zenital Heyde………………………………………………….47 Figura 1-5: Descrição do movimento de rotação da Terra pelas Equações de Euler…..52 Figura 2-1: Diário de Classe da Disciplina Análise Matemática da turma de 1939 da Universidade do Distrito Federal.....................................................................................98 Figura 3-1: Documento que declara o financiamento da Revista Summa Brasiliensis Mathematicae por parte do Instituto Brasileiro de Educação Ciência e Cultura...........125 Figura 3-2: Relatório das atividades do Observatório Nacional entre 1951-1957........154 Figura 3-3: Imagens dos aparelhos adquiridos pelo Observatório Nacional.................156 Figura 3-4: Primeira reunião do Conselho Orientador do IMPA, realizada em 18 de novembro de 1952.........................................................................................................164 LISTA DE TABELAS Tabela 2-1: Gráfico com número de analfabetos e taxas de analfabetismo na faixa etária de 15 anos ou mais no Brasil no período 1900-2000……………….………………….62 Tabela 2-2: Taxas de analfabetismo na faixa etária de 15 anos ou mais no Brasil no período 1900-2000…………………………………………………..………………….62 LISTA DE SIGLAS ABC – ACADEMIA BRASILEIRA DE CIÊNCIAS ABE – ASSOCIAÇÃO BRASILEIRA DE EDUCAÇÃO CAPES – COORDENAÇÃO DE APERFEIÇOAMENTO DE PESSOAL DE NÍVEL SUPERIOR CBPF – CENTRO BRASILEIRO DE PESQUISAS FÍSICAS CNPq – CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO EPRJ – ESCOLA POLITÉCNICA DO RIO DE JANEIRO FFCL – FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS FGV
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