Trajetórias docentes na Escola Técnica Nacional: uma prosopografia de professores de matemática (1942–1965)

Abstract

This paper investigates the composition of the Mathematics faculty at the National Technical School (ETN) between 1942 and 1965. Our objective was to reconstruct the socioprofessional profile of these teachers by examining their trajectories based on criteria such as gender, geographic origin, academic background, and professional engagement. The research is grounded in prosopography, a methodology that, through the cross-referencing of standardized biographical data, enables the collective analysis of historical groups. The methodological path involved three main stages: first, defining the group to be studied; then, collecting and carefully organizing data from primary sources found in various archives, such as personnel records, class diaries, and official files; and finally, analyzing and interpreting the identified patterns. The documents were categorized into personal, academic, and professional information for systematization. Our findings point to a predominantly male faculty, with most teachers born in the Federal District and holding degrees primarily in Engineering. Only two female teachers were identified, both recorded under different conditions and with limited opportunities for career advancement. Notably, many of these professionals combined teaching with technical roles in public service and were actively involved in producing didactic materials tailored to industrial education. The application of prosopography revealed shared patterns among the faculty, allowing us to understand how their individual experiences were connected to collective practices and the institutional context of ETN. This study contributes to the historical understanding of Mathematics Education in Brazil, showing how the profile of these teachers was intertwined with the technical education projects and national development initiatives of the period.