Mathematics Education and curriculum production: Brazil-France studies in the 1990s

• Grant number: 24/08927-0
• Support Opportunities: Scholarships abroad - Research Internship - Doctorate
• Effective date (Start): December 01, 2024
• Effective date (End): October 31, 2025
• Field of knowledge: Physical Sciences and Mathematics - Mathematics
• Principal Investigator: Luciane de Fatima Bertini
• Grantee: Sidnéia Almeida Silva
• Supervisor: Moyon
• Host Institution: Escola de Filosofia, Letras e Ciências Humanas (EFLCH). Universidade Federal de São Paulo (UNIFESP). Campus Guarulhos. Guarulhos , SP, Brazil
• Research place: Université de Limoges, France
• Associated to the scholarship: 22/10635-2 - Tensions between the disciplinary fields and the professional field of teaching: knowledge of teaching and training of teachers who teach mathematics in the 1970s, 1980s and 1990s, BP.DR

Abstract

This sandwich doctoral project aims, initially, to analyze French curricular documentation, studying historically how this documentation was prepared and becoming aware of French studies that have focused on the subject. Secondly, we seek to compare the processes and dynamics of curricular production in these two countries, considering the role of mathematics educators and mathematics didactics in this curricular production. The study is justified, given the relationships established between the so-called French Didactics and the training of Mathematics Education researchers in Brazil. This proposal is related to ongoing doctoral research, process 2022/10635-2 funded by the São Paulo State Research Support Foundation. Pierre Bourdieu's studies in mobilizing the concept of field and related elements will be considered as theoretical-methodological contributions; Rita Hofstetter and Bernard Schneuwly in understanding knowledge for educator training, tensions between disciplinary fields and professional fields and discussing the concept of Expert; Damiano Matasci, Carla Souza and Antonio Garnica in the process of international circulation and appropriation of ideas, especially in the relationship between Brazil and France; as well as studies by Brazilian researchers in the History of mathematics education, such as Luciane Bertini, Rosilda Morais, Wagner Valente and others, with discussions regarding the knowledge of teaching and the training of teachers who teach mathematics. This is a historical research and to achieve the proposed objectives it is intended to consider, in France and Brazil, official curricular documents, teaching programs, guides, and other normative documents relating to the teaching of mathematics and the role of experts.