Formação superior específica de professores de matemática no Espírito Santo : uma história de 1964 a 2000

Abstract

The research analyses the history of higher education in specific training of mathematics teachers in Espirito Santo State, during the years 1964 up to 2000. The study uses such as cutouts time, the application of mathematics courses at the Faculty of Philosophy, Sciences and Modern Languages of Espirito Santo which occurred in 1964, and the period of expansion of these courses in territory Espiritosantense in the late 20th century. Housed in a historical sphere, more specifically, the History of Mathematics, this study was based on documentary analysis. It was used as resources: curricula grades, course menus, reporting of taught classes, students and teachers, books, pictures, notes and files, legislation, articles, magazines, newspapers, and interviews with people who experienced movement of constitution of Math courses in Espirito Santo. Describes a historical overview at national level about the aspects that targeted the constitution of Math courses. This research is enriched with joints of educational policy context at national and regional, which enabled the establishment of higher education institutions in Espirito Santo. It highlights the process of creation and implementation of Math courses at the Faculty of Philosophy, Sciences and Modern Languages of Espirito Santo State, and specific courses turned to the training of Mathematics teachers in other regions of the State. The proposals of Marc Bloch has enabled critical reflection and matters of the research. Among the issues examined are: the context, the process of creation, deployment and expansion of math courses in Espírito Santo, the teachers immersed in these processes, among others. The final considerations highlight that despite nearly half a century in Espirito Santo and the lack of qualified professionals to teaching at different levels of education, the number of courses in Math is still behind of demand in the number of underdegrees offered. In addition, undergraduate courses in Mathematics need to worry about their important role in providing greater educational quality.