Banca de DEFESA: FRANCIELLI DA SILVA RIBEIRO

A history of Dom Bosco School: building a trajectory of teaching Mathematics in the first educational institution in Ji-Paraná/RO (1962-1980)

Dom Bosco School; History of Mathematics Education; Math; JiParaná/RO.

This research aimed to build a history of the first institutionalized school in the city of Ji-Paraná/RO, Escola Dom Bosco (1962-1980), with a focus on teaching mathematics. This is a historical research developed based on the assumptions of the History of Mathematics Education with a methodological approach of Oral History, seeking to understand the history of Escola Dom Bosco and the teaching of mathematics in this institution based on narratives of students, teachers and employees who experienced this context. The sources for this construction resulted from the collection and analysis of data carried out through interviews and other instruments such as written documents, curriculum, planning notebook, textbooks and photographs. The time frame, 1962 to 1980, comprises the period of construction and operation of the Dom Bosco School in the municipality. With regard to the theoretical contribution, to work with the theme of school institutions, we turned to Buffa and Nosella (2013); authors such as Bloch (2001) and Le Goff (2003) regarding historiographical research; for aspects of the History of Mathematics Education Garnica e Souza (2012), Valente (2007) and Albuquerque (2014); and, for local history, we used Arcari (1995) and Neves (1985) as a basis. The methodology adopted sought to answer the following question: how was the history of the first institutionalized school in Ji-Paraná/RO constituted from a perspective of mathematics teaching? The narratives express a primary school, from 1st to 4th grade (corresponding to the initial years of Elementary School, 1st to 5th grade), which operated between 1962 and 1980. This teaching initiative took place under the influence of the Catholic Church , with the collaboration of lay teachers and trained teachers. Mathematics teaching was done in a playful way and with concrete materials.