A formação matemática de professores primários da Escola Normal Sul Baiano (ENSB) de Caravelas (BA) 1961-1972

Abstract

This dissertation aims to answer the following research question: What mathematical knowledge and teaching methods were present in the formation of normalists of the Normal Sul Baiano School (ENSB), from 1961 to 1972? It intends to investigate the mathematical knowledge and pedagogical vacancies present in the curriculum, in the teacher manuals and adopted books, as well as in the training programs of the Normalists of the Normal Sul Baiano School, from 1961 to 1972. To this end, [1] it identifies and analyzes teaching proposals; the current legislation and the didactic resources used in and by ENSB; [2] it checks out the rules and purposes in ENSB that helped the consolidation of teaching profession in the city of Caravelas and in the Extreme South of Bahia in the 1960s; [3] It investigates the approaches of mathematical knowledge to teach during the period in which the education of primary teachers of Caravelas was in charge of ENSB. This is a qualitative research of historical and documentary nature whose dialogue was established through some representatives of Cultural History. It is based on Cultural History because it understands that knowledge cannot be analyzed disregarding the culture in which it was inserted and produced. Thus, we rely on concepts of representation, practice and appropriation proposed by Roger Chartier, strategies and tactics, presented by Michel De Certeau, school culture, by Dominique Julia and historical analysis of the constitution of school subjects, described by André Chervel. The time frame is justified as an initial mark, 1961, the year of foundation of the Normal School in Caravelas and, 1972, the year in which the last class of normalists was graduating. The sources consisted of devices, such as legislation, student records, minutes, books, manuals and interviews with three former normalists of the researched institution. From these sources, we infer that the formation of the normalists was consolidated through moral, civic and religious values in line with the ideals proposed for the primary teacher of the time; and for the appropriation of arithmetic knowledge to teach, coming from the disciplines of general and professional formation. The results demonstrate a disconnection between the subjects "Mathematics" and "Didactics of Mathematics" regarding the adoption of different pedagogical vacancies in the formation of these normalists.