Elements of the professional knowledge of the teacher who teaches mathematics: the Compendium of Pedagogy of Antônio Marciano da Silva Pontes

• Main Authors: Viviane Barros Maciel, Wagner Rodrigues Valente
• Format: Article
• Language: Spanish
• Published: Universidade Federal do Pará 2018-11-01
• Series: Amazônia
• Subjects: pedagogia; formação de professores; história da educação matemática
• Online Access: https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/5822
• ISSN: 1980-5128; 2317-5125

This text analyzes in historical perspective the elements of professional knowledge of the teacher who teaches mathematics in the Compendium of Pedagogy of Antônio Marciano da Silva Pontes (1873). It brings partial results obtained by the development of a doctoral research project integral to a broad thematic research. The project integral aims to characterize the professional knowledge of the teacher who teaches mathematics in the primary school in the period from 1890 to 1990. The doctoral research tries to characterize it through the pedagogical textbooks. The text mobilizes categories of socio-historical studies of education, such as knowledge to teach and knowledge for teaching developed by authors of the Research Team on History of Educational Sciences (ERHISE) of the University of Geneva, Switzerland. This theoretical-methodological contribution places knowledge at the center of studies on teacher education. Specifically, it takes as an empirical material for the analysis the Compendium of Pedagogy of Antônio Marciano da Silva Pontes, written in 1873, for the training of teachers in the normal schools of Rio de Janeiro and São Paulo. As results of the study, we have the characterization of the first elements systematized and organized as a mathematics for teaching elaborated to constitute a working tool of the future teacher of the primary school.