Os saberes profissionais para o ensino de geometria e desenho presentes na Revista do Ensino de Minas Gerais na década de 1920

Abstract

This master's thesis is related to the field of History of mathematical education and is part of the project entitled “Geometry and Drawing as professional knowledge 1890 - 1990” (GHEMAT - UFJF), which is linked to the project "The Experts and the systematization of mathematics for the formation of teachers of the first school years" (GHEMAT - Brasil). The research aims to analyze the professional knowledge to teach Geometry and Drawing systematized by Professor Emilia Truran in the 1920s. Therefore, for the elaboration of this research, Cultural History was used as theoretical and methodological contribution, discussed by Burke (2008) and Chartier (1991, 2002, 2006); the “knowledge to teach” and “the knowledge for teach” mathematics conceptualized by Valente et al. (2017) and, in general, by Hofstetter and Schnuewly (2017); and finally, integrating the central theme of this investigation, the concepts of experts and professional expertise theorized by Hofstetter et al. (2017) in the Swiss context and Morais (2017) in the Brazilian context. The historical sources used were articles by professor Emilia Truran published in the Revista do Ensino de Minas Gerais, the annals of the I Congresso de Instrução Primária of 1927, and also the Primary Education Programs linked to the Fernando Mello Vianna Reform (1925) and the Francisco Campos Reform (1927). From the first analysis of the sources, three categories were built and have allowed to systematize the professional knowledge of Professor Emilia Truran for the teaching of Geometry and Drawing. In conclusion, the professional knowledge produced by this character regarding the formatting of the guidelines set out in the Primary Education Program of 1925 is considered, as the specific contents for the teaching of Geometry (classification of straight lines, angles and the study of quadrilaterals, for example), and the use of the pencil technique for the teaching of Drawing. They also identified new knowledge developed from the proposals discussed at the I Congresso de Instrução Primária and/or published in the Revista do Ensino de Minas Gerais that were incorporated in the Francisco Campos Reform in 1927. In this perspective, the implementation of the study of shadows and the integration of visual observation teaching are noteworthy.