Processos e dinâmicas de institucionalização da álgebra na formação de professores dos primeiros anos escolares, São Paulo (1880-1911)

• Ano de defesa: 2020
• Autor(a) principal: Basei, Ana Maria [UNIFESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Normal School; Teacher Training; Algebra; Escola Normal; Escola Complementar; Formação De Professor; Álgebra
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=9864030; https://hdl.handle.net/11600/64739

The present text is the result of an investigation in the scope of the History of Mathematics Education. The research focuses on São Paulo state and evaluates the processes and dynamics of algebra institutionalization in teacher training for primary education from 1880 until 1911. This period of time comprehends the third foundation of Normal School of São Paulo in 1880, passing through the creation of the Complementary schools – the main means of teacher qualification in that time – until 1911, with the conversion to Primary Normal schools. From the viewpoint of Cultural History and concepts from the Swiss research group, Social History of Education, that consider the historic understatement of teaching knowledge,the present research analyses legislation, reports from of the director of the Normal School, minutes of the Congregation of Teachers, programs of this discipline, newspapers and Algebra compendiums. From this analysis, it was possible to characterize three periods of the Institutionalization and identify the mathematics teacher's role in this process. In the first period, correspondent to the 1880's decade, in the absence of rubric, algebraic contents was a part of the theoretical contents of Arithmetic and Geometry. The introduction of algebraic contents in normalist formation was associated with the representation of the Normal course per se being only a discipline necessary for mathematics formation. The second part, in the interval between 1890 and 1895, is characterized by the inclusion of the rubrics at normal course, the progressive increase of workload and the systematization of the representations from Professors Godofredo Furtado and Azevedo Soares in the programs, in the evaluation topics and in the choice of the compendiums. The third part begins in 1895 with the installation of the Complementary School associated with the Normal School in the capital. This period is characterized by the arising for the constitution of the first steps in teaching the "algebra for teaching", a result of the teacher experiences with this rubric and its systematization in didactic material for teacher formation.