O ensino de física e química na formação docente da escola normal de São Paulo (1880-1918)

• Autor(a) principal: Céfalo, Matheus Luiz de Souza
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/24351
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO; Formação docente; Escola Normal de São Paulo; História do ensino de ciências; Teacher education; Normal School of São Paulo; History of science education

From the end of the 19th century, Escola Normal de São Paulo became the main center of education in São Paulo, playing an important role in the education of future teachers in the state. During this period, Normal School of São Paulo was one of those responsible, in terms of education, for the institutionalization of sciences in Brazil, becoming a source of pride for educational reformers in São Paulo. It was observed that the creation of a specific chair for the teaching of sciences, especially Physics and Chemistry, occurred in 1880, in the so-calledthird phase of operation of the Normal School. Bearing in mind that the introduction of science disciplines occurred predominantly in its third phase of operation (1880-1890), this research seeks to understand the teaching of Physics and Chemistry at Normal School of São Paulo thinking about the education given to students, analyzing the important knowledge and the teaching practices considered fundamental for the future state teacher. It was asked: how was education understood in the scientific area and, specifically, in the disciplines of Physics and Chemistry? To this end, the legal documents pertinent to the constitution of these disciplines at Normal School of São Paulo were analyzed, as well as the scientific instruments, textbooks and printed materials used by teachers, present in Caetano de Campos Historical Collection, in Didactic Book Library (BLD) and Special Collections and at Public Archive of the State of São Paulo. The research makes reference to the writings of Guijarro Mora (2018), Tardif (2014), Viñao Frago (2008) and Goodson (1995), thinking about the education of teachers from the understanding of curriculum in its constitution and diffusion in relation to the education of teachers, as well as the scientific school knowledges. It was observed that the teaching of Physics and Chemistry in teacher education was part of a modernizing project in São Paulo that saw Science as part of progress and civilization. In addition, it was found that this education took place in a theoretical and practical way, supported by the acquisition of curricular and practical knowledge linked to the intuitive method, considered at that time as the foundation for the modern school