Resumo

SILVA, Heloisa da  e  GARNICA, Antonio Vicente Marafioti. Dispositivo estratégico, resistência e relações de poder: um ensaio sobre a identidade do Centro de Educação Matemática (CEM) e seu papel na (E) educação (M)matemática brasileira. Práxis Educativa [online]. 2012, vol.07, n.02, pp.421-443. ISSN 1809-4309.

This paper presents some results of the investigation on the Mathematical Education Centre (CEM), a group of mathematics teachers’ educators in São Paulo, Brazil, acting mainly between 1984 and 1997. The essay, marked by an effort to constitute the identity of the CEM based on Foucault, assumes that the identity constitution process is not about what CEM is or was, but mainly about a set of possibilities of apprehending it from its historically contextualized strategies and initiatives. In this Foucauldian reading, which brings about concepts such as “strategic device”, “resistance” and “power relations”, the CEM constitution appears while it creates conditions for the constitution of Brazilian modern mathematical education.

Palavras-chave : Mathematical Instruction; Identities; Foucauldian Reading.

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