O que nos conta a revista DOCUMENTA: sobre cursos que formavam professores de Matemática no Brasil (1962 a 1979)
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Data
2019-02-28
Autores
Gomes, Letícia Nogueira
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Universidade Estadual Paulista (Unesp)
Resumo
O objetivo dessa pesquisa é constituir uma história sobre o que as revistas Documenta nos dizem sobre a criação de cursos que formavam professores de Matemática no Brasil, de 1962 a 1979, a partir dos pedidos de autorização, conversão e/ou reconhecimento de cursos que formavam professores de Matemática, de instituições públicas federais ou privadas, nelas publicados. A revista Documenta foi uma publicação mensal, entre os anos 1962 e 2006, do Conselho Federal de Educação. A incumbência desse Conselho era decidir sobre o funcionamento e reconhecimento de universidades e estabelecimentos isolados de ensino superior, federais ou particulares. Dentre os textos nelas publicados, destacamos e estudamos os pedidos de autorização, conversão e/ou reconhecimento de cursos que formavam professores de Matemática, no período em foco nessa pesquisa. Nossos dados, pareceres publicados na revista Documenta, por sua natureza, nos colocou em movimento de como sistematizar a análise proposta pela Hermenêutica de Profundidade, de John B. Thompson. Também realizamos uma entrevista com um ex-conselheiro do CFE e mobilizamos entrevista já disponível, visando compreender a dinâmica desse Conselho. É em um cenário de relações de poder político e econômico nacional, que cursos específicos de graduação para formar professores de Matemática de instituições de ensino superior privadas ou públicas federais são pensados, solicitados, adequados, criados, incentivados ou negados.
Our research goal, with this work, was to trigger an a story about what the Documenta journal tell us about the creation of courses that formed teachers of Mathematics in Brazil from 1960s and 1970s, from applications for authorization, conversion and / or recognition of courses that formed Mathematics teachers, institutions public or private, published in them. The Documenta journal was a monthly publication, published by the Conselho Federal de Educação (Federal Council of Education – CFE) and its publications occurred between the years of 1962 and 2006. The Council was in charge to decide on the operation and recognition of universities and isolated institutes of higher education, federal or private. Among the published texts of this Journal, we highlighted and studied the requests for creation, conversion and / or recognition of courses that formed Mathematics teachers, in the period we focused for this research. Our data, reviews published in the Documenta Journal, by its nature, put us in motion about how to systematize the analysis proposed by John B. Thompson's Hermeneutics of Depth. We also interviewed a former CFE advisor and, in addition, mobilized an interview already available, in order to understand the dynamics of this Council. It is in a scenario of power relations, economic and political, that specific undergraduate courses created to educate Mathematics teachers from public federal and private institutions are thought, requested, adequate, created, encouraged or denied.
Our research goal, with this work, was to trigger an a story about what the Documenta journal tell us about the creation of courses that formed teachers of Mathematics in Brazil from 1960s and 1970s, from applications for authorization, conversion and / or recognition of courses that formed Mathematics teachers, institutions public or private, published in them. The Documenta journal was a monthly publication, published by the Conselho Federal de Educação (Federal Council of Education – CFE) and its publications occurred between the years of 1962 and 2006. The Council was in charge to decide on the operation and recognition of universities and isolated institutes of higher education, federal or private. Among the published texts of this Journal, we highlighted and studied the requests for creation, conversion and / or recognition of courses that formed Mathematics teachers, in the period we focused for this research. Our data, reviews published in the Documenta Journal, by its nature, put us in motion about how to systematize the analysis proposed by John B. Thompson's Hermeneutics of Depth. We also interviewed a former CFE advisor and, in addition, mobilized an interview already available, in order to understand the dynamics of this Council. It is in a scenario of power relations, economic and political, that specific undergraduate courses created to educate Mathematics teachers from public federal and private institutions are thought, requested, adequate, created, encouraged or denied.
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História da educação Matemática, Licenciatura, Hermenêutica de profundidade, Conselho Federal de Educação, History of Mathematics education, Hermeneutics of depth, Federal Council of Education, Graduation