Abstract
In the nineteenth century, the French education system, and teaching itself, was organized according to the social class the pupils came from: primary education was for the working classes, and secondary education was for the wealthier classes. In relation to this ‘educational duality’ this paper looks at the mathematics teaching provided in the ecoles normales primaires (primary teacher training colleges), which developed in France in the 1830s to train future (male) primary school teachers. What, precisely, was the content of this teaching? How was it organized? In what spirit and for what purpose was it provided? The aim of the paper is to show how these schools participated in the construction of a specifically primary mathematics culture for the education of the children from the lower classes, as distinct from the scholarly culture of secondary education.
Highlights
The French education system, and teaching itself, was organized according to the social class the pupils came from: primary education was for the working classes, and secondary education was for the wealthier classes
In relation to this ‘educational duality,’ this paper looks at the mathematics teaching provided in the écoles normales primaires, which developed in France in the 1830s to train future primary school teachers
What was the content of this teaching? How was it organized? In what spirit and for what purpose was it provided? The aim of the paper is to show how these schools participated in the construction of a primary mathematics culture for the education of the children from the lower classes, as distinct from the scholarly culture of secondary education
Summary
Dancel (2010) explica que o Estado francês, nas primeiras décadas do século XIX, não trata o ensino primário como um encargo do poder central. Componentes importantes do sistema de ensino primário edificado pela Lei Guizot, as escolas normais primárias estavam submetidas a um conjunto de regulamentações relativas ao seu funcionamento, à sua organização e aos conteúdos da formação por elas oferecida, assim como à certificação dos professores. Partindo do fato de que o desenho linear18 – cujo ensino foi gradativamente introduzido a partir de 1818 nas escolas primárias, segundo o método de Louis-Benjamin Francoeur (1819) para as escolas mútuas19 – está baseado no traçado de linhas e figuras geométricas, vários deputados, que também eram membros da comunidade acadêmica, consideraram que não era nada além de uma aplicação da geometria, da mesma forma que a agrimensura: tornavase portanto necessário, a seus olhos, ensinar os princípios teóricos que fundamentam essas aplicações, ou seja, os “elementos” da geometria. Diferentemente dos manuais de Bergery e Desnanot, o livro de Vernier era também destinado às classes de artes e humanidades nas escolas secundárias
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