The geometry as a discipline of the training elementary school teachers: the influence of the intuitive method in the first decades of the twentieth century in Brazil

Abstract

The article discusses the role of geometry in the training of elementary school teaching students in the early twentieth century, when primary education is structured in Brazil with the support of the intuitive method. The geometry seen as knowledge to be taught teach brings support beyond itself, to the teaching of forms, which is essential in the perspective of intuitive knowledge. The intuitive method considers that learning starts by sensations, by the sense organs. So, see, touch, feel, and finally name are fundamental processes. For Pestalozzi, intuition at the elementary method is not restricted to simple sensitive impression of things; it’s necessary to put in action an Art intuition that provides key elements that allow knowledge: the shape, number and name. The teacher training model based on the art of teaching, which was supposed to observe good teaching models, is reinforced with the publication of pedagogical review that would function as a tool box in which the lessons would be dedicated to teachers, providing knowledge about how to teach.

Keywords: Geometry. Elementary School Teacher. Intuitive Method.