QUATRO PRODUÇÕES DA CAMPANHA DE APERFEIÇOAMENTO E DIFUSÃO DO ENSINO SECUNDÁRIO (CADES) UTILIZADAS NA FORMAÇÃO DE PROFESSORES DE MATEMÁTICA NA DÉCADA DE 1950 A 1960

• Autor(a) principal: Barbosa, Elisangela Pereira
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/16006
• topic: CADES; Ensino Secundário; Aperfeiçoamento de Professores; Formação de Professor; subject.br-rjbn; Ensino

This is a qualitative, historical-documentary study. It aims to make an inventory of political, social and educational actions, through four productions of the Campaign for the Improvement and Diffusion of Secondary Education - CADES, of the Courses intended for teachers who taught mathematics in the 1950s and 1960s. The documents used as a basis for writing and analysis of this research were: the circular letters; telegrams; MINUTES of sufficiency exams; PROCEEDINGS of the III Brazilian Congress on Mathematics Teaching (1959); Certificates of Examination Records; certificates; digital copy “Secondary School”; Handouts of Special Didactics of Drawing and Special Didactics of Mathematics (productions published by CADES). It seeks to answer the following guiding question: What actions were aimed at improving teachers who taught mathematics in the 1950s and 1960s, based on four productions by CADES? It dialogues with some researches, as well as with two representatives of Cultural History: Roger Chartier (2002) and Michel de Certeau (1994), respectively with the concepts of appropriation and strategy and tactics. It concludes, from the analysis of circular letters, communiqués, Sufficiency Exam bulletins, General Exam Results Minutes, that the Campaign [1] sought, from the productions, such as Revista Escola Secundária, Apostilas de Didática Especial of Design and Special Didactics of Mathematics to provide material that would help teachers in their demands, presenting course plan models, lesson plans and exam suggestions for the assessment of learning; [2] that the Sufficiency Exams, the Preparatory Meetings and the Improvement Courses were no longer necessary after the consolidation and expansion of the Faculties of Philosophy throughout the Brazilian territory; [3] endeavored to maintain the Secondary Education teachers who worked in the classroom, with information and pedagogical training.