Reflexões sobre a prática docente a partir de fontes históricas: um estudo com professores da educação básica de Juiz de Fora – Minas Gerais

Abstract

This work explores the relationship between the history of mathematics education and current teaching practices. The study investigates how past pedagogical practices, especially those from the New School movement, can influence and engage with the teaching of mathematics today. The research analyzes historical sources, such as lesson plans from past decades, accessed through the Federal University of Santa Catarina (UFSC). The importance of these sources for teacher training and lesson planning is emphasized. One of the main objectives is to understand the reflections that the history of mathematics education can offer for teaching practices in basic education. The work also seeks to examine the impact of these historical practices on lesson planning, promoting a closer connection with the context of current students. To this end, a workshop was conducted with mathematics teachers from Juiz de Fora, who analyzed and discussed lesson plans from the year 1947, without prior knowledge of the history of mathematics education. The goal of the workshop is to discuss the applicability of these practices in current teaching and to propose possible adaptations and improvements.