THE TRAJECTORY OF TEACHING IN CACOAL - RONDÔNIA: A STUDY ON THE TEACHING OF MATHEMATICS AT BERNARDO GUIMARÃES SCHOOL BETWEEN THE YEARS 1978 - 1999
Teaching; Mathematics Education; Educational Memory; History of Education; Bernardo Guimarães School; Cacoal (RO).
This study, developed within the scope of the Postgraduate Program in Mathematics Education (PPGEM) at the Federal University of Rondônia, explores the historical trajectory of teaching in Cacoal, Rondônia, with a special focus on mathematics teaching at the Bernardo Guimarães School. This dissertation aims to investigate the historical constitution of the teacher training course at the Bernardo Guimarães State School in Cacoal – RO, between the years 1983 and 1999, highlighting the formative practices and the role of mathematics teaching in teacher training. The work seeks to understand the changes and challenges faced in teacher training between 1978 and 1999, investigating how mathematics teaching was structured and adapted during this period of educational transformations in the region. The research examines the implementation and evolution of the pedagogical and methodological practices adopted in mathematics teaching. Adopting a historical approach, this work analyzes institutional documents and records, investigating the social and educational impact of this school on the cultural and educational development of the local community. By recovering the educational memory of the Bernardo Guimarães School, the study seeks not only to preserve the historical and cultural heritage of education in the region, but also to inspire new pedagogical practices and reflections on the role of mathematics teaching in the training of educators.