As propostas do Laboratório de Currículos do Rio de Janeiro e o uso de materiais concretos (1975-1985)

Abstract

The aim of this work is to map the activities for the early primary school grades, involving concrete materials, in the publications of the Curriculum Laboratory of the State of Rio de Janeiro, prepared by the team of the State Department of Education during the period of the Laboratory's existence (1975-1985), in order to characterize elements of systematized knowledge with the use of concrete material (any didactic accessory that aids learning). To do this, we analyzed dissertations, theses and articles, and collected documents on the subject from the Institutional Repository of the Federal University of Santa Catarina. This led to the selection of some of the Curriculum Laboratory's teaching materials for analysis. The process also involved comparing documents relating to the merger of the states of Guanabara and Rio de Janeiro, as well as documents relating to the educational legislation of the period. In articulating the issues, we used the approach of Cultural History, Certeau's conceptions of the historiographical operation. With this exercise, we sought to indicate how the materials were presented, their guidelines and the knowledge systematized from their use. Thus, the guiding question is: what teaching knowledge emerges from the guidelines for using concrete materials in these publications? Or, more specifically, what knowledge is systematized through the use of teaching aids? Finally, this study allowed us to understand that the materials were most frequently indicated in printed materials aimed at the first grades, and that the knowledge linked to the use of concrete materials is generally, those involving logic, topology and sets.