Mathematics Education on the Normal course in Education Institute Régis Pacheco (1959-1971)
In the present article we present some results of a masters research, in which we seek to understand how the mathematics formation of the Curso Normal do Instituto de Educação Régis Pacheco located in Jequié - BA was constituted. The temporal cut of the research comprises the period from 1959 to 197...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Federal do Pará (UFPA) |
| Repositorio: | Amazônia (Universidade Federal do Pará. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.ufpa.br:article/5868 |
| Acceso en línea: | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/5868 |
| Access Level: | acceso abierto |
| Palabra clave: | Normal course IERP; knowledge to teach Mathematics; Régis Pacheco Curso Normal do IERP; saberes para ensinar matemática; Régis Pacheco |
| Sumario: | In the present article we present some results of a masters research, in which we seek to understand how the mathematics formation of the Curso Normal do Instituto de Educação Régis Pacheco located in Jequié - BA was constituted. The temporal cut of the research comprises the period from 1959 to 1971, which correspond, respectively, to the year that the course began the activities and the promulgation of Law No. 5,692 of August 11, 1971, which brought important changes to the Curso Normal. As theoretical contributions we made use of cultural history; we use the concepts of appropriation from Chartier perspective and the history of school subjects, according to André Chervel. We adopted the thematic oral history, as proposed by Meihy (1996), to produce testimonies with three teachers and five students of the course. Based on the sources - interviews, documents and textbooks - we conjecture that in the formation of the normalistas, the mathematics teaching was consolidated from the appropriation and institutionalization of knowledge, coming from the disciplines of general formation and from the knowledge derived from professional training, or teaching knowledge and knowledge to teach mathematics, respectively. |
|---|