Tensions between the disciplinary fields and the professional field of teaching: knowledge of teaching and training of teachers who teach mathematics in the 1970s, 1980s and 1990s

Abstract

This doctoral project aims to analyze the relationships established historically between the disciplinary fields and the professional field of teaching in the constitution of teaching knowledge and the training of teachers who teach mathematics in the 1970s, 1980s and 1990s. This proposal is integrated to the thematic project approved by the Fundação de Amparo à Pesquisa do Estado de São Paulo, entitled Mathematics in Teacher Education and Teaching: processes and dynamics of production of professional knowledge, 1890-1990. Will be considered as theoretical-methodological contributions in the conduct of this investigation, the studies of Roger Chartier aligned with the bases of Cultural History; Dominique Julia in the understanding of School Culture; André Chervel in relation to knowledge in the context of theorizing the History of School Subjects; Pierre Bourdieu in the explanations about movements, dynamics and processes in the production of new knowledge, and how the fields are configured; Rita Hofstetter and Bernard Schneuwlyda in the understanding of knowledge for the formation of the educator, tensions between disciplinary and professional fields and for the discussion of the concept of Expert; as well as Brazilian researchers of the History of Mathematics Education, such as Luciane Bertini, Rosilda Morais, Wagner Valente and others linked to the Research Group on the History of Mathematics Education with discussions regarding the knowledge of teaching and training of teachers who teach mathematics. This is a historical research and to achieve the proposed objective it is intended to consider the Dictionary of Experts as the main source of research, together with the legislation in force at the time, normative documents, curriculum guides, and other productions of the period such as the Parameters National Curriculum.