Admission Exam Math Content: Memories of Retired Teachers
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Abstract
This article discusses the content of Mathematics in force in the Gymnasium Admission Examination, adopted in the Brazilian school system in the 40-70s of the 20th century, having as reference the analysis narratives of retired pedagogical teachers and the admission book used by them. The narratives reveal experiences of continuing education conditioned to their approval, in them, verifying mathematical contents adopted or not in the analyzed admission manual. This discussion is based on the qualitative approach when interpreting bibliographic, documentary and oral sources. By establishing a relationship between the teachers' narratives and the proposals for the mathematical content contained in the Admission Examination manual, contents are found that are distant from their school education and teaching practice. It appears that the teachers faced pedagogical situations that were challenging to teacher education, as they should learn content not experienced in school education and teaching performance.
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