Os cadernos escolares na formação de uma normalista: análise histórico-educativa dos saberes matemáticos na Escola Santa Joana D’Arc (cidade do Rio Grande, RS - 1938 e 1939)

Abstract

The dissertation, situated within the fields of the History of Education and Mathematics, develops a descriptive and analytical study of four school notebooks in order to understand how the teaching of mathematics and didactics was organized in the normal course at Santa Joana D’Arc School between 1938 and 1939. The notebooks reveal the possibility of understanding the analytical category "object of school culture," highlighting the importance attributed to this artifact. Therefore, as main theoretical concepts, we privileged the contributions of Ana Chrystina Venancio Mignot (2008) and Antonio Viñao Frago (2008), as well as other authors who discuss this theme. Through the analysis of the notebooks filled out by the normal school student and the clues recorded within them, it was possible to approach a past school culture and thus contribute to the History of Education. The school notebooks analyzed in this study were filled out during the training of Suelly Espindola while attending the Normal Course at Santa Joana D’Arc School. Analyzing this set of notebooks highlights their remarkable organization. The first notebook provides a comprehensive overview of the Pedagogy field, containing explanations related to methods and strategies recommended for the development and execution of lesson plans. The second notebook analyzed covers the subjects of Arithmetic, Reading, Language, and Universal History, with detailed lesson plans. It also includes the use of the book "Queres Ler" in Reading and Language classes. The third notebook contains lesson plans for the subjects of Language, Reading, Morality, Geography, Basic Concepts, Manual Work, Natural History, History, Gymnastics, and Arithmetic. The arithmetic lesson plans followed stages of goal setting, concretization, oral application, written application, and abstraction. The fourth notebook addresses the methodology of various disciplines, highlighting concerns with the choice of the method to be used. Thus, we analyzed the books that were aligned with the prioritized teaching method, sharing the same pedagogical objective. Accordingly, the book used for reading— "Primeiro Livro Queres Ler?", It followed the principles of the intuitive method, while the books used in the mathematics discipline, Aritmética na “Escola Nova” and Arithmetica: Curso Preparatório e Elementar, indicate that they were used as supplements and tools for deepening the study of students' psychological types. Mathematics classes were planned to integrate visual resources with approaches that stimulated students' critical thinking. Thus, it can be concluded that the teaching of Mathematics at Santa Joana D’Arc School met the educational demands of the time.