THINKING, IN ANOTHER WAY, OF THE KIND OF TEACHING PROPOSED BY CRITICAL MATHEMATICS EDUCATION, WITHIN MATHEMATICS EDUCATION

Abstract

This paper discusses curricular issues in mathematics education. It proposes an analysis of Critical Mathematics Education (CME), through a discursive approach, based on the contributions of Michel Foucault and interlocutors, as well as researchers in the field of mathematics education. The aim is to analyze a technology of government moved to the effectuation of possible subject positions (teachers and students) in a CME-curriculum. It uses, as a specialized corpus of analysis, articles that were published in journals of mathematics education (Bolema, Zetetiké and Revista Paranaense de Educação Matemática) and papers of the National Meeting of Mathematics Education (2010, 2013, 2016). From this materiality and the analyses, the statement was constructed: "in mathematics teaching there is proposition of carrying out investigation (scenarios for investigation), the student participates actively and the dialogue is a practice that is indispensable". As a result, the study argues that "conducting research" is a fundamental technique for the composition of a technological field of governing a mathematics curriculum. The focus of this technique is on the students, as it seeks to conduct their conduts in a certain way rather than another. This technique triggers two procedures: the "student participates actively" and the "dialog is a practice that is indispensable". The article concludes, considering the statement produced, that the "conducting investigation" technique composes a way of governing conducts without governing through a strategic game between freedoms.