O ensino de matemática na escola estadual Dr. Joaquim Augusto da Costa Marques no município de Denise/MT (1973-1993)

Abstract

The history of mathematics education offers us a better understanding of school practices, contributing – through its appropriation processes, educational proposals, changes in the mathematics curriculum – to the structuring of how teaching is currently provided. In this way, we can characterize the marks left according to the perspectives of teachers, educational managers, students, being able, through their narratives, to understand their historiographical evolution. In this context, the present study aims to understand the process of teaching mathematics from the perspective of teachers at Escola Estadual Dr. Joaquim Augusto da Costa Marques, in Denise/MT, during the period between 1973 and 1993. The theoretical-methodological approach of the research focuses on the perspective of several authors, such as: Certeau (1982), Valente (2007) and Le Goff (2003), D'Ambrosio (1996) and Fiorentini (1995), Lakatos (2003), Gil (1987), Evans and Mathur (2003), Deslandes (1997), Minayo (2010), Japiassú and Marcondes (2006) ), between others. For data collection, semi-structured interviews were used with two teachers who taught mathematics classes in the 1st and 2nd grades at Escola Estadual Dr. Joaquim Augusto da Costa Marques between the years 1973 to 1993, seeking representations and reflections on teaching and teaching experiences. The sources consisted of official and oral documents referring to the school, in which it was possible to find authorization, creation and functioning decrees, as well as raising the level of the institution, starting to offer the 2nd Degree. Therefore, according to the analyzes carried out, it can be said that the collaborating teachers were included in the teaching method provided by the MMM - Modern Mathematics Movement, given that the characteristics present in the pedagogical practices of the time still persist today, that is , the educational reality at that time was somewhat fragile, since classes were basically taught using the blackboard, chalk and little didactic material. In this way, it can be concluded that the teaching that lacked more infrastructure to achieve a better result in the learning of the students. Already from the analyzes of the references, it can be concluded that the historical aspects of the teaching of Mathematics contributed with subsidies to compose a general scenario of the education and of the culture inserted in the broader context of the history of the Brazilian mathematics education, since it was verified that the teaching of mathematics underwent significant changes in this period, promoted by the educational reforms of the time and by social, cultural and economic relations.