“Por aplicações concretas e imediatas na sala de aula”: um estudo sobre livros que ensinam a ensinar (L. Mattos, RJ, anos 1960).

In the broad and relevant set of issues related to the theme of teacher training, this article attempts to a specific problem concerning the ways in which tearchers are taught to teach. To do so, it examines the books A linguagem didática no ensino moderno (1960) and O quadro-negro e sua utilização no ensino (1968) written by Luiz Alves de Mattos, in order to understand how classroom teaching is thought. The research went through the pages of those two teaching manuals and focused on their orientations, materiality, and the choices of tones and images. The article was based on studies on reading practices and on the construction of the Modern Schooling, and was divided into sub-themes: the terminological problematization of pedagogical manuals and their studies; the life and representativeness of the author; and the analysis of the contents enrolled in the manuals. This allowed us to know the themes dealt with in these two books, the overviewed bibliography, the classroom conception presented by the author, as well as to note that Mattos, although part of a period seen as education technicism, permeates between the field of teacher rationalization, as well as traditional education. ; En el amplio y relevante conjunto de cuestiones relacionadas con el tema de la formación docente, este artículo analiza un problema específico que se refiere a las formas en que ellos son enseñados a enseñar. Para ello, examina los libros A linguagem didática no ensino moderno (1960) y O quadro-negro e sua utilização no ensino (1968) de Luiz Alves de Mattos, para comprender cómo es representado el trabajo docente en el aula. La investigación recorrió las páginas de los manuales estudiados y se centró en sus orientaciones, materialidad, tonos e imágenes establecidas. El artículo se basó en estudios sobre las prácticas de lectura y en la construcción de la “escuela moderna” y se divide en subtemas que tratan la problematización terminológica de los manuales pedagógicos y sus estudios, la vida y representatividad del autor, además del ...