Abstract

SILVA, Neomar Lacerda da; OLIVEIRA, Andréia Maria Pereira de  and  MAKNAMARA, Marlécio. DISCURSIVE INTERACTIONS ON MATHEMATICAL CONTEXT IN YOUTH AND ADULT EDUCATION. Práx. Educ. [online]. 2020, vol.16, n.42, pp.535-559.  Epub May 17, 2024. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v16i42.6636.

Abstract: The objective of the article was to problematize the discourse of mathematical contextualization and its relation with discursive practices mobilized by the subjects of Youth and Adult Education. For that, we used secondary information produced through interviews with students and teachers who teach mathematics in this teaching modality. In dialogue with authors from the field of Mathematics Education, we operate with theoretical-analytical tools such as discourse and power-knowledge in the post-critical perspective of curricular studies, especially those inspired by the contributions of Michel Foucault and collaborators, to assume numeracy practices as discursive, therefore, producing truths about the Teaching of Mathematics. The analysis suggests that numeracy practices that take place in Youth and Adult Education are crossed by relations of power-knowledge, which establish, understand and produce discourses such as that of mathematical contextualization, engendered in the mechanism of applicability, to institute regimes of truth that naturalize the hegemony of formal mathematics (academic and school) and the discourse of contextualization, and of how the subjects of Youth and Adult Education are captured by this discourse.

Keywords : Discourse; Mathematical contextualization; Numeracy practices..

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