Quando fui professor de matemática no Lyceu de Goiânia : um estudo sobre a prática docente imersa nas permanência e mutações da cultura escolar na década de 1960

Detalhes bibliográficos
Ano de defesa: 2011
Autor(a) principal: RABELO, Rafaela Silva lattes
Orientador(a): RIBEIRO, José Pedro Machado lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Goiás
Programa de Pós-Graduação: Mestrado em Educação em Ciências e Matemática
Departamento: Ciências Exatas e da Terra
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/540
Resumo: This research theme is the teaching practice of mathematics teacher who taught at Lyceu of Goiania in the 1960s, a topic that constitutes one side of the History of Mathematics Education in Goiás Such research has as objective to identify the components of the teaching practice of mathematics teacher, the context in which this process took place, aiming to characterize her practice and associate professor profile. To perform theoretical research were adopted from different areas and that address issues pertaining to the topic searched, among them historians like Bloch, Le Goff and Chartier, the sociologist Halbwachs, historians of mathematics education as Valente and Matos, and Julia and the Vidal regard to school culture. The research made use of documentary sources both written and consulted from the file Lyceu of Goiania, the oral sources, consisting of seven interviews with teachers who taught mathematics at Lyceu of Goiania in the 1960s. From this research it was possible to identify the profile of the teacher during the 1960s, a predominantly self-taught or trained by the Campaign for the Improvement of Secondary Education and Dissemination (CADES) to enabled. There was a marked presence of the textbook of mathematics and the first stirrings of the movement of Modern Mathematics. Still, it was possible to see a scenario where the school culture in the heart of Lyceu goes through a transition process over the decade, where we see both continuities and changes, including the teaching practice.