História dos cursos técnicos dos Centros Integrados de Educação na Bahia: matemática, saberes e práticas docentes (1970 – 1982)

Abstract

This research aims to historically investigate the constitution of knowledge and practices for the teaching exercise of teachers who taught Mathematics in technical courses at Integrated Education Centers (CIEs) in Bahia, between the 1970s, the year of creation of the CIEs technical courses, and 1982, referring to the implementation of Law No. 7,044/82, which released school institutions from offering only high-school technical courses. The CIEs were state public schools initially implemented in five municipalities in Bahia, which had different levels of education, from primary (preceding high school) to secondary (preceding higher education) - with the inclusion of technical and/or scientific courses. To analyze the processes and dynamics of the constitution of teaching knowledge involved in teacher education and teaching during the period under study, we resorted to the records of sources located in the school collections of the CIEs, interviews and school and personal documents of former teachers and former students, in possible dialogues with educational policies in the period under study. We seek to answer the following research question: how were the knowledge and practices for the teaching practice of teachers who taught Mathematics constituted in the technical courses of the Integrated Education Centers in Bahia? As a result of this study, we consider that, in this period, the processes of construction and transformation of teaching knowledge of teachers who taught Mathematics in the technical courses of the CIEs were related to elements of Modern Mathematics and to the intensification of a traditional Mathematics more applied to the specific training of these courses. Thus, we conclude that the constitution of this knowledge and teaching practices were mobilized by the diversified process of initial and continuing education of teachers who taught Mathematics in the CIEs, by the choices of textbooks and by the approaches of a dualist teaching system (propaedeutic and technical) with views of the interests of an education linked to development, which did not always converge with the teaching practices of these professionals.