A Matemática na formação de professores para os primeiros anos escolares (Roraima, 1940-1990)

• Ano de defesa: 2017
• Autor(a) principal: Lima, José Ivanildo de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: História da educação matemática; Roraima; Formação de professores; Saberes matemáticos; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; History of mathematics education; Teacher training; Mathematical knowledge
• Link de acesso: http://ri.ufmt.br/handle/1/5095

The research entitled "Mathematics in teacher training of the first school years - Roraima (1940 to 1990)", aims to analyze the mathematics present in teacher training for the school exams in Roraima, in the 1940s to 1990s. It is in the research line "Training of Teachers for Education in Science and Mathematics" of the PhD Program of the Amazon Network of Education in Science and Mathematics (REAMEC). It tries to answer the question: how was mathematics present in the teacher training of the first school years in Roraima in the 1940s to 1990s? The temporal cut of the research began in the 1940s, when the education system in the former Federal Territory of Rio Branco (1943) was institutionalized, and the Monteiro Lobato Regional Normal Course was created (1949) until the Teacher School Training in Boa Vista started (1977), which was projected at the regional level as the main institution responsible for training teachers from the initial years in Roraima, having its peak in the first half of the 1990s and its decline in the latter half of the second half. The theoretical-methodological basis is anchored in cultural history conceptual tools , such as: representation, appropriation and practices, supported by Roger Chartier (1990). Other concepts in the school history subjects, such as: the idea of goals and real purposes, school culture make up the tooling, taken from André Chervel (1990) and Dominique Julia (2001). The categories derived from the Education History , such as the models of cultural-cognitive content and the pedagogicaldidactic of Dermeval Saviani (2008), besides the knowledge concepts to teach and to teach described by Borer (2009) and Hofstetter and Schneuwly (2009), are also used. The most specific field in the History of Mathematical Education has its basis in the researches of Valente (1999, 2007a, 2010, 2011b). The sources used in the analysis are: memorial literature, minutes, school frameworks, class diaries, legislation, decrees, lesson plans, reports and part of an ex-student interview and a teacher interview who acted in these Schools. The mathematics in teacher training from early school years describes a trajectory that passes at a time through prioritizing the presence of mathematical knowledge Secondary Teaching in 1 and 2 cycles at the expense of those more focused on the teacher’s level of activity. In another time, the curricular movement organization decrees to a greater or lesser extent, the knowledge articulation to teach with the knowledge to teach, it is oscillate between the general knowledge culture and those more professional in the level of the future teacher action.