The History of Technical Colleges in the “Centros Integrados de Educação” in Bahia (1970-1982).

Integrated Education Centers. Technical courses. Teaching of Mathematics. Teacher training. Teaching Knowledge.

This research aims to historically investigate the constitution of the teaching knowledge of teachers who taught Mathematics, in the technical courses of the Integrated Education Centers (CIEs), in Bahia, between the 1970s, the year of creation of the CIEs’ technical courses, and 1982 , referring to the implementation of Law No. 7,044/82, which released school institutions from offering only high school technical courses, making the expansion of class hours of common core subjects, such as Mathematics, in the curriculum of technical courses more flexible. The CIEs were state public schools initially implemented in five municipalities in Bahia, which had different levels of education, from primary (preceding high school) to secondary (preceding higher education) - with the inclusion of technical and/or scientific courses . To analyze the processes and dynamics of the constitution of teaching knowledge involved in teacher education and teaching during the period under study, we used the records of the sources identified in this investigation located in the school collections of the CIEs, in interviews and in school and personal documents of former teachers and former students, in possible dialogues with educational policies, in the period under study. We sought to answer the following research question: how was the teaching knowledge of teachers who taught Mathematics constituted in the technical courses of the Integrated Education Centers in Bahia? As a result of this study, it is considered that, in this period, there were processes of construction and transformation of teaching knowledge of teachers who taught Mathematics, in the technical courses of the CIEs, which are related to the teaching of this discipline, such as the systematization of elements of modern Mathematics, the general training of technicians and the intensification of a subject more applied to the specific training of these technicians, with elements of its modern version. Thus, it is concluded that the constitution of this teaching knowledge, mobilized by the process of initial and continuing education of teachers who taught Mathematics in CIEs, differed in the training of these teachers, in the choices of textbooks, but established approaches to an assigned Mathematics to each technical course.