THE TEACHING OF ARITHMETIC IN THE TEACHER TRAINING COURSE AND THE CONSTITUTION OF AN EXPERT IN THE SYSTEMATIZATION OF THIS KNOWLEDGE IN TIMES OF THE NEW SCHOOL (1950-1970)

Abstract

This text seeks to highlight the processes of production, systematisation and objectivation of mathematical knowledge practised by the teacher Rizza de Araújo Porto in her trajectory, seeking to identify the constitution of her expertise in teacher training courses in the Normal courses, in Nova Escola times. In order to base the research, evidence was collected on how an expert constitutes itself in the pedagogical field, given its representativeness in its field of activity, showing the transformations of this notion over time. The text is guided by the questions: how was its convocation by the State to solve a practical problem concerning the formation of teachers in times of the New School? What are the supporting contexts that enabled the systematisation of the professional knowledge produced by it? In what way did the objectification of this knowledge occur and how did they become part of the professional training of teachers? The sources examined show the occurrence of processes of constitution of knowledge by teacher Rizza Porto, its systematisation and objectification, and the importance of putting mathematics to teach arithmetic in the route of fundamental knowledge in the course of teacher training, thus evidencing her expertise.