Abstract
The present article aims to discuss the complexity of the process of objectification of school knowledge, especially the knowledge proposed for the teaching of geometry and drawing in the first years of schooling. In order to do so, we take up studies developed since 2010 within the scope of GHEMAT in order to produce a historical narrative about the relations between the teaching of geometry and drawing, from the Brazilian Empire until the 1920s. Finally, the role of subjects is discussed in the transformation of the geometric knowledge, in particular, the figure of Heitor Lyra da Silva and his modernizing proposal for the teaching of geometry, which dissociates the articulation between geometry and drawing, inserting the simultaneous study between plane and space.
Highlights
RESUMO O presente artigo tem como objetivo discutir a complexidade do processo de objetivação de saberes escolares, em especial, os saberes propostos para o ensino de geometria e desenho nos primeiros anos de escolarização
In 2010, we have the approval of the first research project1 that focused on the teaching of geometry and drawing in primary education in São Paulo between 1890 and 1930
The article entitled “Drawing and Geometry in primary school: a long-lasting marriage ending with litigious separation” was highlighted, which revealed from the title the existence of conflicting relations between the two scholar types of knowledge and concluded that: Drawing, in times of the Empire and in the first republican legislation, in the State of São Paulo, is assumed to support the teaching of Geometry
Summary
RESUMO O presente artigo tem como objetivo discutir a complexidade do processo de objetivação de saberes escolares, em especial, os saberes propostos para o ensino de geometria e desenho nos primeiros anos de escolarização.
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