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The teaching in classroom: a study about A Linguagem Didática no Ensino Moderno (1956) and O Quadro-Negro e sua Utilização no Ensino (1954) by Luiz Alves de Mattos

Grant number: 17/08108-6
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): August 01, 2017
Effective date (End): July 31, 2018
Field of knowledge:Humanities - Education - Fundamentals of Education
Principal researcher:Vivian Batista da Silva
Grantee:Keila da Silva Vieira
Home Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil


This project intends to collaborate with the studies that investigate how teachers have been formed to the classroom work and what sort of orientation they receive regarding techniques and didactic methods. The research examines these matters having as a source Luiz Alves de Matos's pedagogical manuals, namely: A linguagem didática no ensino moderno (1956) and O quadro-negro e a sua utilização no ensino (1954). Mattos's papers allow us to know some systems that are proposed for the teacher formation in terms of techniques and teaching methods. Considering that Mattos's books cover, not just the classes on the Faculdade Nacional de Filosofia (National Philosophy College) but also, themes used in Escolas Normais (Normal schools) and Institutos de Educação (Education Institutes), it is possible to believe that they have circulated in several courses, being regarded as a valuable source already studied in the area researches (Silva, 2001; Silva, 2005) to interrogate what the teachers know of certain topics of their courses curriculum, specially the ones more related to their didactic formation. The investigation of these titles, their orientations and the means through which teachers used to be formed for classroom activities will be analysed paying close attention to the significant works of Chartier (1988; 1996), Perrenoud (1999;2002), Choppin (2002), Silva (2001;2005) among others, in order to grasp how some aspects related to the classroom (the students and teachers' occupations, teaching methods, groups organization and the didactic contract) were addressed on two of Mattos's manuals. (AU)

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