Throughout the exposition of the results of a research developed at doctoral level, the topic of literacy methods for the teaching of Arithmetic in the primary course suggested the possibility of future investigations. This research proposal takes into account previous achievements, such as the constitution of an intuitive arithmetic, and the search for new references to broaden the theoretical-methodological base, such as the notion of cultural transfers (Michel Espagne, 2013). Such a frame of reference turns to the historical understanding of the dynamics of resemantization of a cultural object transferred from one context to the other. Thus, this project has its focus on the construction of an arithmetic to alphabetize as a result of the dynamics of resemantization and articulation between the teaching methods that guided the teaching of reading and writing. Placing each word, term and expression in its context of use is of fundamental importance to understand the reasons for its semantic transformations by historical and dynamic processes articulated to the cultural context of each context. This will make it possible to better understand the meanings built for the literacy of schoolchildren and to characterize the role and place of Arithmetic in this literacy process. In this sense, this proposal has as general objective to analyze and characterize historically the dynamics of systematization of the school knowledge of Arithmetic to alphabetize. To this end, information will be collected, analyzed and interpreted in pedagogical journals and in school books published between the 1870s and 1930s. They are documents that are seen as privileged spaces for textualizing the scripts of what and how should teach the lessons to be literate. More particularly, among the results to be obtained in the project will be constructed a historical-educational knowledge about the interpretations of literacy, which were provoking changes in the way of teaching Arithmetic. This contribution is relevant because it allows us to advance in the knowledge about the dynamics of production of a new school knowledge - Arithmetic for literacy - that occurred in the school environment. It seeks, more broadly, to participate in and contribute to the debate on the constitution of the field of literacy history in Brazil.
News published in Agência FAPESP Newsletter about the scholarship: