Knowledge Objectification Processes: The Role of the Expert and the Expertise and the Teachings of Geometry and Drawing

Abstract

The present article aims to discuss the complexity of the process of objectification of school knowledge, especially the knowledge proposed for the teaching of geometry and drawing in the first years of schooling. In order to do so, we take up studies developed since 2010 within the scope of GHEMAT in order to produce a historical narrative about the relations between the teaching of geometry and drawing, from the Brazilian Empire until the 1920s. Finally, the role of subjects is discussed in the transformation of the geometric knowledge, in particular, the figure of Heitor Lyra da Silva and his modernizing proposal for the teaching of geometry, which dissociates the articulation between geometry and drawing, inserting the simultaneous study between plane and space.