Scholar Mathematics, bilingual school for the deaf and normalization processes

Authors

  • Fernanda Wanderer Programa de Pós-Graduação em Educação. Universidade Federal do Rio Grande do Sul
  • Fernando Henrique Fogaça Carneiro Mestre em Educação (UFRGS). Licenciado em Matemática (UFRGS).

DOI:

https://doi.org/10.18316/recc.v23i2.4062

Keywords:

Mathematics Education, Deaf Studies, Post-structuralism, Normalization.

Abstract

This article presents the results of a research carried out with the objective of examining statements produced by Elementary School teachers from a bilingual school for deaf students about mathematics teaching. The theoretical contributions that sustain the work come from the field of Mathematical Education convergent to the poststructuralist theories. The scrutinized research material consists of a set of texts written by teachers about their students and math classes. The methodological strategy put into action to operate on the materials was guided by the discourse analysis as discussed by Michel Foucault. The exam showed the presence of normalizing practices circulating in Mathematics classes that act in the constitution of specific ways of being a student and also regulate the pedagogical practices of the educators. It can be seen that, at the limit, school mathematics is conceived as a transcendental science based on characteristics such as abstraction and formalism, normalizing and conducting the behaviors of school subjects.

Author Biographies

Fernanda Wanderer, Programa de Pós-Graduação em Educação. Universidade Federal do Rio Grande do Sul

Professora permanente do Programa de Pós-Graduação em Educação (UFRGS). Doutora em Educacão (UNISINOS). Mestre em Educação (UNISINOS). Licenciada em Matemática (UFRGS).

Fernando Henrique Fogaça Carneiro, Mestre em Educação (UFRGS). Licenciado em Matemática (UFRGS).

Mestre em Educação (UFRGS). Licenciado em Matemática (UFRGS).

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Published

2018-10-02

Issue

Vol. 23 No. 2 (2018)

Section

Articles

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