Formação de professores primários na reforma da instrução pública proposta por Attílio Vivácqua nos idos 1928-1930 : vestígios do ensino de arithmetica

Abstract

The current work presents the Espirito Santo state educational context according to the precepts of Attilio Vivacqua’s educational rules reformation. He was a a secretary of the public instruction (1928-1930), during Aristeu Borges govern, whose tenure should be accomplished between 1928 and 1932. The established panoram goes around 2 years of the governor’s tenure and it is arranged to a period of important actions in the quest of education and Vivacqua’s reform. It shows that the reform was intended to set the principles of the active school in capixabas lands, representing the New School conceptions in the national dimension. It also considers that the constitution of the capixaba new school sustained the republicans ideals of modernization intended to the Espirito Santo state in the beginning of the twentieth century. In this context, it analyzes historically the primary continuing education teachers focused in the propagation of the math essential knowledge, the arithmetic particularly. As research sources, it considered official documents such as legislation, school inspector and the current syllabus of the time. This work uses the history of the culture from the representants like Chartier and De Certeau in order to analyze the Espirito-Santense educational track. It is about a qualitative research with a history-documental nature found in the state archives and public libraries. The intended aim is the answer to the question: What was the arithmetic for teaching and to be taught prescribed to the primary continuing education, in the Espirito Santo from 1928 to 1930, during the Reform proposed by Attilio Vivacqua? It also identifies in the end of 1920, the magisterium board mostly composed by contested teachers temporarily due to the insufficient number of normalists.It indicates some strategies used during he the reform to make feasible the process of teacher graduation, among them the exams of technical abilities and the Pedagogical Culture graduation. As a conclusion this work verifies that the knowledge to be taught compose the reference of the guidelines and the official orientations in the teachers continuing education process. Identifies the presence of the intuitive method which privileges the using of concrete pedagogical materials to the arithmetical teaching that demand dominance in the application of these resources. The arithmetic prescribed to the primary course had an essential and useful practical character to the students’ daily life. I t is a signal the insertion of new disciplines set by the teaching program of 8 normal schools which are aimed to diffuse the principle of the scientific proposed by the modern pedagogy and defended by the active school. However, the State, also, presented some political and economic difficulties to the effectiveness of the reform goals. Despite of being a period of relevant leadings to the process of teachers’ continuing education according to the established precepts.