Revista Teias
Print version ISSN 1518-5370On-line version ISSN 1982-0305
Abstract
VALLE, Júlio César Augusto do and CONRADO, Andréia Lunkes. OTHERNESS IN MATH CURRICULUM: THE INVERSION OF THE VECTOR AND THE ACTION OF ACTORS AT THE SCHOOL. Revista Teias [online]. 2019, vol.20, n.59, pp.106-121. Epub Jan 21, 2020. ISSN 1982-0305. https://doi.org/10.12957/teias.2019.45824.
In this text, our purpose is to describe the convergence of research on curriculum policies that have emphasized the need for macropolitics to have as a structuring principle a certain degree of permeability in relation to the action and time of local actors of/in the schools, in particular. their varied contexts. To this end, we advocate a path to otherness in curriculum policies, especially math, that replaces curriculum prescription as a paradigm and is guided by an inversion of the curriculum vector, which produces a movement capable of embracing cultural diversity and the difference, represented by the reception of disruptive situations, controversies. and daily problems that mark the school territory.
Keywords : Curriculum; Pragmatic Sociology; Differences.