MATHEMATICS IN ELEMENTARY SCHOOL IN PARANA (1970-1990): KNOWLEDGE TO TEACH AND KNOWLEDGE FOR TEACHING

• Autor(a) principal: Oliveira, Camila Costa de
• Data de Publicação: 2023
• Outros Autores: Portela, Mariliza Simonete, Pires, Liceia Alves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/14463
• topic: Formación del maestros; Saberes de las matemáticas; Matemáticas; Enseñanza en la escuela primária; Formação de professores; Saberes matemáticos; Matemática; Ensino Fundamental; Teacher education; Mathematical knowledges; Mathematics; Elementary school

This article derives from a scientific initiation project developed at the State University of Paraná - Paranaguá Campus, and focuses on the identification and analysis of the mathematical knowledge that is evidenced in teacher training, whether teachers who teach mathematics in the early years (Pedagogues) or in the final years of elementary education (Specialists). Taking the LDB 5.692/71 and official documents that derived from it as a starting point and extending to the last decade of the 20th century, we sought to investigate: What mathematical knowledge was proposed to conduct teaching activities in the state of Paraná in the decades 1970-1990? The cultural-historical research was based on the study of the pedagogical ideals of education in Brazil under the lenses of the critical-historical theory in Saviani; studies of theories of sociocultural history in Chervel; and the history of teacher training based on the study the Romanelli and Gatti, and the history of mathematics education with Valente and Pinto, among others. The results showed that the knowledge proposed for teacher training followed the theoretical discussions of each decade, focusing on the mechanization of teaching, on professional training, and on a hybrid of pedagogical ideas.