Identity and representation in the teaching in Mathematics: contributions of the philosophy of difference

Abstract

This issue approaches the effects of representation on the identity formation of contemporary teachers. It considers theoretical contributions by Deleuze, Foucault, Bergson and other theorists of philosophy of difference to think about the discursive lines that constitute Teachers in mathematics. From theoretical discourses in the area of Teacher Education, it shows that teaching in contemporaneity is laden with a dual discourse about life, the world, and the human. It was necessary to revisit the philosophies of representation, particularly the Platonic-Aristotelian thought to show that the dual logic of teaching in mathematics has inherited many of its antagonistic assumptions and meaning impositions from the representation. Above all, it evidences that both what has been called Quiescent Teaching is an identity phenomenon whose effect occurs in the early teacher education and, despite the existence of n identity possibilities, Teachers still follow a similar universal or general model, thus remaining in the perspective of a false movement.