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The American appropriations for the arithmetic constitution to measure to the teaching and training of teachers of the Rio de Janeiro Institute of Education (1930-1960)

Grant number: 18/24382-3
Support type:Scholarships in Brazil - Post-Doctorate
Effective date (Start): March 01, 2019
Effective date (End): February 28, 2021
Field of knowledge:Humanities - Education
Principal Investigator:Diana Gonçalves Vidal
Grantee:Nara Vilma Lima Pinheiro
Home Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

The proposal of this project is to analyze the historical process of constitution and systematization of the professional knowledge of the teacher who teaches Mathematics, having as reference the studies of the American Carleton Washburne, key character of Progressive Education. As a starting point, previous research results on the constitution of an arithmetic tailored to teaching and the search for new references to expand the theoretical-methodological basis on the historical understanding of the professional knowledge of teaching. Considering the theoretical basis of studies developed by the Research Team on History of Educational Sciences (ERHISE) of the University of Geneva, Switzerland, this project focuses on the attempts to articulate Mathematics of a disciplinary nature and the Mathematics that characterizes teaching profession, taken as a teacher's tool that teaches Mathematics. In this sense, the general objective is to analyze the dynamics of the constitution and systematization of arithmetic according to professional knowledge in the period from 1930 to 1960. For this purpose, it will be used as sources of official normative research, teaching programs, pedagogical magazines, teaching manuals, among other documents that make it possible to analyze the constitution of professional knowledge. The research is aligned with research being developed by the Interdisciplinary Nucleus of Studies and Research in History of Education (NIEPHE), especially in research on the connection (disconnection) between the Progressive Education Association and Brazil. In the case of this proposal, he questions the role of Brazilian pedagogues, especially the Rio de Janeiro Institute of Education, in the reception of US experiences, particularly of Washburne, which culminated in the systematization and constitution of arithmetic tailored to professional knowledge. (AU)