Vestígios da matemática no curso normal do Instituto Estadual de Educação Olavo Bilac em Santa Maria/RS: trajetórias, acervos e memórias

Abstract

This research aims to present a discussion on the teaching of Mathematics in the teacher education program of Instituto Estadual de Educação Olavo Bilac (IEEO). Through a qualitative approach, this dissertation is structured in multipaper format, composed of three manuscripts, with the following specific objectives: To present a chronology of facts regarding structural and human aspects of IEEOB in Santa Maria in the period from 1901 to 2021; To systematize school subjects and teachers of Mathematics in the Regular Course of IEEOB from 1901 to 2021; To analyze the relationship concerning professional and general education in the Regular Course of IEEOB from 1985 to 2020 based on mathematics and didactics disciplines; Results show that IEEOB can be considered an institution requested by students, considering that the search for vacancies has been notorious since 1901, reaching 3011 enrollments in 1979. Within its building complex, a building dating from 1938 was included among the tallest buildings in Santa Maria at the time. The institute is recognized by politicians, writers, and the community in general as an important educational center. The study systematized the names of teachers and their school subjects which are related to mathematics between 1901 and 2020. Among the teachers, Margarida Lopes was the first teacher of the teacher education program at IEEOB, Edenel José Arruda taught mathematics for 22 years and Beatriz Bohrer taught Didactics of mathematics for 15 years. The Regular Course curriculum in IEEOB from 1985 to 2020 is divided in two parts: general education composed of subjects such as Mathematics, and professional education, composed of subjects such as Didactics of Mathematics. Thus, between 1985 and 2020, Mathematics is characterized by the way it approaches mathematical concepts exploring contexts of everyday life and it aims to meet the demands of contents from the third stage of Basic Education. However, it keeps the specificities of the Regular Course. Didactics of Mathematics is recognized for working with manipulable materials, in addition to teaching content developed in Early Childhood Education and Elementary School-early grades. Furthermore, the structure of the Regular Course proposed but the school between 1985 and 2020 suggests different roles for Mathematics and Didactics of Mathematics. The teachers try to rupture with such model by planning an interdisciplinary work; however, they face struggles between these subjects.