O ensino da matéria de estudos sociais no curso de formação de regentes do ensino primário do centro de treinamento do magistério de Cuiabá-MT (1963-1969)

Abstract

This dissertation is part of the research on the history of teacher education in Brazil, with a specific focus on the history of teacher training in the state of Mato Grosso. It is linked to the Research Line History of Education, Memory, and Society of the Graduate Program in Education at the Federal University of Grande Dourados. The study aims to analyze the teaching of the Social Studies discipline in the Primary Teaching Regents Training Course at the Teacher Training Center (CTM) in Cuiabá, Mato Grosso, and its contributions to teacher education between 1963 and 1969. The selected time frame is justified by the fact that, in 1963, the CTM was established in Cuiabá, offering courses aimed at teacher training and professional development. In 1969, a lay teacher from the municipality of Dourados attended the Primary Teaching Regents Training Course at CTM-Cuiabá. This teacher provided access to her personal archive, which contained documents from the period in question. The research is grounded in the premises of the New Cultural History, particularly drawing on Chartier (1990; 1991), as well as in a theoretical-methodological framework based on the propositions of Goodson (1991; 1997; 2001) and Moreira and Silva (2001) on curriculum studies. Additionally, it incorporates Chervel’s (1990) contributions regarding the history of school subjects. The study also engages with literature on the history and historiography of education, the history of teacher education, and the history of Mato Grosso, among other relevant sources. Documentary research was conducted using sources from the archives of the National Institute for Educational Studies and Research (INEP), public archives of Mato Grosso, the Regional Documentation Center at UFGD (CDR-UFGD), and the personal archive of the aforementioned lay teacher. The findings indicate that the Social Studies discipline was included in the course curriculum for two main reasons. First, its inclusion was a result of the prescriptions of the first Law of Guidelines and Bases of National Education (LDB) – Law No. 4.024/61 – which designated it as an elective subject in secondary education curricula in Brazil. Second, its presence was also linked to the CTM's role as an educational institution integrated into the experimental schools' project in the country at that time. In the curriculum of the Primary Teaching Regents Training Course, Social Studies was part of the Methodologies area, alongside Science, Arithmetic, and Language. The course syllabus stipulated that the subject matter should be taught throughout the academic year, divided into two stages. The content covered both topics addressed in elementary education and methodological aspects of teaching the discipline. This structure allowed for a progression from simpler to more complex themes, ranging from local community issues to national and global topics. Furthermore, the pedagogical approach emphasized diverse instructional activities, such as oral presentations, guided observations, field trips, and interviews. Thus, the study demonstrates that the Social Studies discipline in the Primary Teaching Regents Training Course contributed to teacher education by fostering both mastery of the subject content required for primary education at the time and the development of varied teaching methodologies for the discipline.