A matemática escolar presente na cultura pomerana e seus contextos em Santa Maria de Jetibá : fontes e vestígios (1971/ 1978)

Abstract

Looking to answer the question: What math to teach was present on the elementary schools Graça Aranha and Frederico Boldt, located in the city of Santa Maria de Jetibá mountainous region of ES, in the period from 1971 to 1978? It aims to investigate the mathematics to teach studied by pomeran’s descendants in two elementary schools, in Santa Maria de Jetibá, from 1971 to 1978. In order to accomplish that, [1] Relates the Brazilian historical-educational context in the 1970s along with the characteristics identified in the documentary sources; [2] Identifies the methodological proposals presented in 1972 in a teacher formation notebook; [3] Analyzes, through documentary sources that belonged to the scholar culture of the schools Graça Aranha and Frederico Boldt, the math to teach presented on them. It is a qualitative research from a historical-documental, based on concepts presented in Cultural History, such as: scholar culture, representation, appropriation and practice, strategy and tactics, the history of school subjects, and also on studies about the math to teach. It hasas documentary sources of the Frederico Boldt school, a teacher formation’s notebook from 1972 and two exercise books used in the institution in the 1970s, intended for the 1st and 3rd grade of the elementary school, both from the collection named Meu Companheiro who’s authors are Thereza Neves da Fonseca and Icles Marques Magalhães; regarding Graça Aranha school analyzes class diaries in the light of testimonies from the teachers who constituted them. The analysis of the exercise books have shown that the authors present the questions with the aid of illustrations that could generate meaning for the child, indicating a characteristic of the analytical teaching method. Regarding scholar contents, there is a repetition of exercises involving arithmetic concepts, such as the four operations, fractions and decimal numbering system, whose presentations takes place, mainly, through contextualized problems. The analyzes of the classes’ diaries have shown that for the 3rd and 4th grade of the elementary school, it was prioritized the teaching of elementary mathematics, ministered through his rudiments, based on concepts that would be useful for the child's daily life, thus, the student appropriated the scholar math and used it in his daily practices. It concludes that the two scholar institutions presented in the period of1971 to 1978 a math to teach that were useful for everyday student’s practice, especially by means of arithmetic problems, involving contents such as four operations, decimal numbering system, fractions and decimal numbers.