Abstract
This article was carried out within the scope of the research project entitled "Weaving the historical process of teacher professionalization, in the scope of mathematics, in its different levels of formation in Bahia, from 1925 to the 1980s". In it, we investigated historically the differential and integral calculus as a professional knowledge for the teaching of mathematics in basic school, in the formation of future mathematics teachers, in the period of 1942 – beginning of the operation of the mathematics course – until 1968, when that course was transferred to the Institute of Mathematics of the Federal University of Bahia, due to a university reform. In this intent, we made use, mainly, of the teaching programs of the chair of mathematical analysis, the current literature on the processes of professionalization of the mathematics teacher, as well as a theoretical-methodological debate involving the constitution of professional knowledge of teaching. With this investigation, we considered that the professional knowledge required in the mathematical analysis chair dealt with the knowledge to be taught that was intended for the teaching of mathematics in the secondary, which should be mastered by the training mathematics teachers of the Faculty of Philosophy. From this perspective, professional knowledge in this formation did not differ from that objectified and institutionalised to be taught in the mathematics discipline of secondary schools. In sum, the differential and integral calculus taught in the mathematics teacher training course in of the Faculty of Philosophy corresponded to the same calculation to be taught in the secondary.
Highlights
In Brazil, since its imperial period, gradually, the basic elements for become a teacher have been transformed as the Brazilian population began to flourish as a society marked by a search for a nationality, with education as an essential factor for its civilisation, its progress and modernisation
Among other elements of a more general dimension, according to Larson (2013), common in different historical times, regardless of the specificity of the profession – creation of new spaces of formation and organization in associations of a body of professionals – we chose to focus our view on the professional knowledge linked to a formalized teaching, more precisely, to investigate the differential and integral calculus as a professional knowledge for the teaching of mathematics in the basic school, in the training of future mathematics teachers, in the period 1942 – beginning of the course operation – until 1968, when this course was transferred to the Institute of Mathematics of the Federal University of Bahia, due to a university reform
For Isaías Alves (1952, p.6), “Here we describe the orbit of mathematical, physicochemical, and natural sciences whose purpose is to subordinate the cosmic world to the realm of man; increase the possibilities of comfort, for greater effort to humanise life [...]”
Summary
In Brazil, since its imperial period, gradually, the basic elements for become a teacher have been transformed as the Brazilian population began to flourish as a society marked by a search for a nationality, with education as an essential factor for its civilisation, its progress and modernisation. Among other elements of a more general dimension, according to Larson (2013), common in different historical times, regardless of the specificity of the profession – creation of new spaces of formation and organization in associations of a body of professionals – we chose to focus our view on the professional knowledge linked to a formalized teaching, more precisely, to investigate the differential and integral calculus as a professional knowledge for the teaching of mathematics in the basic school, in the training of future mathematics teachers, in the period 1942 – beginning of the course operation – until 1968, when this course was transferred to the Institute of Mathematics of the Federal University of Bahia, due to a university reform.
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