Geometria α e para ensinar: cadernos de normalistas e professores das séries iniciais – 1960 a 1980

Abstract

This research about the history of mathematics education aims to investigating the presence of the knowledges involved in the formation and practice of the teachers of the primary school between the decades of 1960 and 1980. Through the analysis of schoolbooks of normal students and primary school teachers we tried to answer the question: What "Geometry knowledge of teach" and What "Geometry knowledge to teach" we can find from notebooks of normal students and primary school teachers between the 1960s and 1980s? Considering Cultural History and mobilizing references related to the concepts of "knowledge of teach", knowledge that is objects of the work of the teacher, and "knowledge to teach", knowledge that is tools of the teaching work, we analyzed fifteen notebooks, nine from normal students and six from teacher of primary school between 1960 and 1980. Researches about History of Mathematics Education that use schoolbooks with a source is recent and can be understood as initial steps that contribute to a better understanding of the relationship between “knowledge of teach” and “knowledge to teach” in the practices of teachers. when we analyze the notebooks, we apprehend knowledges of teach and knowledges to teach Mathematics, as didactic materials and methodologies. We identify attributes that reflect the notebook as a product of the school culture and we can say that the analyzed sources suggest that the knowledge to teach characterize the profession of teacher of the primary school, it is identity of the profession, because in all the notebooks we find knowledge to teach mathematics.