História do ensino da matemática na educação básica catarinense (1970-1990): desafios educacionais enfrentados na formação e atuação docente

Abstract

The State of Santa Catarina, has as landmarks of its colonization the establishment of the first settlements even in the seventeenth century and the arrival of German and Italian immigrants in the nineteenth century, in addition to being on the route of European expeditions in the sixteenth century, in terms of education was a historic whose main brands littoralisation of public higher education and neglect basic public education. During the colonization process there is a constant indifference of the government to education, especially in Western Santa Catarina region, created in 1917, so many challenges saturate the path of those who chose to follow the teaching profession, particularly in math area. Considering that the challenges faced by teachers in their educational and professional career have implications for the development of general education, we are interested in identifying the main educational challenges (education and performance) faced by mathematics teachers of basic education in region covered by the 4th Regional Management of Education of Santa Catarina (4th Gered) between the 1970's and 1990's. We interviewed five teachers who taught at in western schools in the mentioned period, which corresponds to professional practice time the teachers. The study was made in terms of methodology, according to the assumptions of oral history, based on the interviews as data creation tool. The interviews were audio-recorded, transcribed and textualized, constituting a document-based study. From the empirical material analysis made by the narratives of the teachers were highlighted challenges in three distinct natures: the challenges of education, profession and the teaching of mathematics. Regarding the challenges of training, the signal testimonials to the distance from the area of educational institutions, the conditions to be in these institutions and the lack of specific mathematics courses. As they related about the challenges: the statements point to the inadequate structure of state schools, the lack of incentives for teacher professionalization and lack of pedagogical support. When the teachers became teachers, the challenges point out the limitation of time for planning, shortage of teaching materials and specialized care without having proper training to do so. Besides, we believe that this dissertational can contribute to the composition of historical sources about education in the State of Santa Catarina, as well as to provide a version of the history of mathematics education in the 4th Gered. Finally, from a historical perspective, the study may constitute a source of data that can base a version of history teaching in Santa Catarina, told from the narrative of the experiences of former students.