Professionality for teaching Mathematics: drawing as a knowledge to teach in elementary school (1925-1932)

• Main Author: Caputo, Débora Rodrigues
• Publication Date: 2021
• Other Authors: Oliveira, Maria Cristina Araújo de
• Format: Article
• Language: por
• Source: Revista de Ensino de Ciências e Matemática - REnCiMa
• Download full: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3090
• topic: Profissionalidade; Desenho; Revista do Ensino; Professionality; Drawing; Revista do Ensino; Profesionalidade; Dibujo; Revista do Ensino

This article systematizes some results of a master's research that aimed to historically analyze the teaching of drawing in primary school from 1925 to 1932, based on the pedagogical journal Revista do Ensino de Minas Gerais. The knowledge of drawing was problematized in relation to the professionality identified for its teaching, which can be understood as a set of knowledge to teach built in relation to the knowledge to be taught. The theoretical-methodological framework used in the research is based upon Cultural History. The results of the analyzes indicate the existence of a representation that, through drawing, was able to construct and fix concepts, especially related to mathematics. In addition, it was sometimes used as a methodology for the construction of new concepts, especially mathematical ones - such as symmetry, proportionality, perspective -, sometimes as a pedagogical resource to consolidate concepts, express learnings or even fix them, being a step in the Decroly's proposal of center of interest. Such uses of drawing made it an important element for the teacher's teaching practice, a knowledge to teach.