Caracterização da aritmética como saber profissional do professor de jovens e adultos do movimento de educação de base (1961-1966)

Abstract

This study aimed to characterize arithmetic as professional knowledge in Youth and Adult Education in the Basic Education Movement - MEB, from 1961 to 1966. This periodization is limited by Federal Decree n. 50,370/1961, which formalized the partnership between the Federal Government and the National Conference of Bishops of Brazil - CNBB, and honored the MEB with the attribution of basic education in the underdeveloped regions - Northeast, Midwest and North, and the integration of the MEB to the education guidelines of the Ministry of Education and Culture – MEC, by Federal Decree n. 60,464/1967. In the research, we adopted the historical approach with theoretical and methodological contributions from cultural history, in the works of Chartier (1990), De Certeau (2017), Burke (2017), Hofstetter and Valente (2017), Bertini, Morais and Valente (2017), and Valente (2018). In the study of professional knowledge by Hofstetter and Schneuwly (2017), formalized knowledge occupies the center of reflection on teacher training and performance, as knowledge to teach and knowledge to teach. For Movimento, the arithmetic to be taught was within the perception that mathematics is a cultural product and that men and women should take it as an instrument for overcoming social, cultural, economic and political inequalities, with content composed of elements applicable to everyday life. teaching. As for teaching arithmetic, it fits into the view that men and women are producers of culture, capable of learning and mastering mathematics in their favor in solving problem situations. The study points out that arithmetic as professional knowledge in Youth and Adult Education in the Basic Education Movement, in the period studied, was characterized by the articulation between a re-elaborated arithmetic to teach and the creation of an arithmetic to teach, both in a specific culture of peasants.