Abstract
This text seeks to highlight the processes of production, systematisation and objectivation of mathematical knowledge practised by the teacher Rizza de Araújo Porto in her trajectory, seeking to identify the constitution of her expertise in teacher training courses in the Normal courses, in Nova Escola times. In order to base the research, evidence was collected on how an expert constitutes itself in the pedagogical field, given its representativeness in its field of activity, showing the transformations of this notion over time. The text is guided by the questions: how was its convocation by the State to solve a practical problem concerning the formation of teachers in times of the New School? What are the supporting contexts that enabled the systematisation of the professional knowledge produced by it? In what way did the objectification of this knowledge occur and how did they become part of the professional training of teachers? The sources examined show the occurrence of processes of constitution of knowledge by teacher Rizza Porto, its systematisation and objectification, and the importance of putting mathematics to teach arithmetic in the route of fundamental knowledge in the course of teacher training, thus evidencing her expertise.
Highlights
RESUMO Este texto procura evidenciar os processos de produção, sistematização e objetivação de saberes matemáticos praticados pela professora Rizza de Araújo Porto em sua trajetória, buscando identificar a constituição de sua expertise nos cursos de formação de professores nos cursos Normais, em tempos da Escola Nova
The Teaching of Arithmetic in the Teacher Training Course and the Constitution of an Expert in the Systematization of this Knowledge in Times of the New School. This text seeks to highlight the processes of production, systematisation and objectivation of mathematical knowledge practised by the teacher Rizza de Araújo Porto in her trajectory, seeking to identify the constitution of her expertise in teacher training courses in the Normal courses, in Nova
The text is guided by the questions: how was its convocation by the State to solve a practical problem concerning the formation of teachers in times of the New School? What are the supporting contexts that enabled the systematisation of the professional knowledge produced by it? In what way did the objectification of this knowledge occur and how did they become part of the professional training of teachers? The sources analysed to show the occurrence of knowledge processes by teacher Rizza Porto, their systematisation and objectification, and the importance of putting mathematics to teach arithmetic in the route of fundamental knowledge in the course of teacher training, evidencing its expertise
Summary
O estudo histórico sobre a relação da expertise com a produção de saberes profissionais pode elucidar as discussões que tratam da formação de professores, revelando como alguns saberes docentes foram institucionalizados e a relação dessa institucionalização com a expertise de profissionais atuantes no campo. Então, a produção de Programas para o Ensino Primário de Minas Gerais (1959, 1961, 1965), publicado e distribuído pelo Estado, como parte do processo de constituição de sua expertise na formação de professores para a sistematização de saberes aritméticos nos cursos Normais, em tempos da Escola Nova, visto que a equipe de elaboradores foi contratada principalmente para organizar e normatizar o trabalho docente, prescrevendo práticas para ensinar. Revisitando alguns autores que de alguma maneira tratam das obras de produção de Porto (Carvalho & Duarte, 2017, Batista, Santos & Souza, 2016, Souza et al, 2016, Costa, 2015, Villela et al, 2015), algumas considerações podem ser indicadas sobre a autora: produziu saberes para ensinar aritmética, utilizando novas metodologias em cursos de formação de professores; ressaltava a importância do uso do material concreto e orientava o uso de vários materiais sugerindo que os recursos poderiam ser desde materiais pedagógicos estruturados, como o ábaco, até materiais construídos pela professora com objetos do cotidiano; preocupava-se com a adequação da atividade pelos professores: “Queremos prevenir a professora para que permita a criança penetre nestas verdades aritméticas, ao invés de cercear seu pensamento quantitativo. Ao analisar as produções de Porto, identificamos que se referem a saberes profissionais relacionados à formação de professores e que esses saberes circularam no Brasil por meio de folhetos, livros e cursos, acarretando a objetivação de tais saberes
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