Ensino de matemática para meninas em São Luís-MA no período oitocentista

Abstract

This paper, using a historical-cultural approach, analyzes how mathematics was taught to girls in São Luís do Maranhão during the 19th century. Thus, through the analysis of the sources researched, namely: newspapers and almanacs of the period, we write a history about the contents offered in the curricula for girls. Regarding the analysis of our findings, the studies by Del Priore (2020) and Perrot (2019) provided support regarding the history of women. Regarding the studies carried out on gender and mathematics education, we supported the interpretations of Scott (1990), Sousa; Fonseca (2010) and Chassot (2004). Barros (2023) and Le Goff (1990) were essential in the understanding and use of the sources researched: newspapers and almanacs, respectively. Regarding the Cultural History historiographical current, in which the research was developed, we used the theoretical contributions of Chartier (1990) and Pesavento (2008). We understand that there were small changes in relation to schooling for girls in the period analyzed, but their role as wife, mother and caregiver of domestic chores remained their ideal role in that society. Hence the interest in their schooling, since their educational training would serve to educate their children, who would be the future citizens contributing to the country. We found (up until then) that in the nineteenth century the main difference between the curricula for boys and girls was precisely in the mathematical content. The Brazilian Educational Law of 1827 itself already defined this differentiation.