Banca de DEFESA: ROSANA FERREIRA DA SILVA BOMBASSARO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ROSANA FERREIRA DA SILVA BOMBASSARO
DATE: 20/02/2026
TIME: 14:00
LOCAL: Miniauditório da Biblioteca do Campus UNIR-Ji-Paraná
TITLE:

A HISTORY OF THE TEACHING COURSE IN VILHENA-RO: permeating the mathematical training of graduates of the Wilson Camargo State Institute of Education (1980-2001)

KEY WORDS:

History of Mathematics Education; Teacher Training; Teaching Profession.

PAGES: 198
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research aims to construct a historical narrative about how mathematics was taught and learned in the Vilhena, Rondonia, State of Rondonia Teacher Training Program, from 1980 to 2001. To this end, it proposes to develop a detailed historical narrative about the Wilson Camargo State Institute of Education throughout these years, also analyzing the elements of the school culture that permeated the program. One of the central focuses is the comparison of the different teaching curricula, with an emphasis on general education and, especially, the mathematics training offered during this period. The investigation is based on both written documents and oral accounts, seeking to answer the following research question: How was the mathematics preparation of graduates of the Vilhena, Rondonia, Teacher Training Programs for primary school teaching historically constituted between 1980 and 2001? Methodologically, this is a qualitative, exploratory, and descriptive study within the field of the History of Mathematics Education. The study adopts a historiographical approach, predominantly using documentary research as a data collection procedure. It analyzes historical records from the Wilson Camargo State Institute of Education, such as pedagogical projects, course plans, and grade and attendance records. Additionally, semi-structured interviews are conducted with former students, teachers, and staff who worked there during the period, based on oral history procedures. The theoretical framework supporting the study includes Buffa and Nosella (2013) for understanding school institutions; Garnica (2004) for the foundations of oral history; Bloch (2001) and Le Goff (2003) for historiographical research; Valente (2007) and Saviani (2009) for teacher training; and Albuquerque (2014) for the history of mathematics education and local history. The results obtained to date are partial, focusing on the structuring of the research, the bibliographic review and the documentary analyses and interviews in progress, which support the construction of the historical narrative.

COMMITTEE MEMBERS:
Presidente - 396930 - MARLOS GOMES DE ALBUQUERQUE
Interno - 1680989 - KECIO GONCALVES LEITE
Externa ao Programa - 1053006 - HELEN ARANTES MARTINS - UNIR