Resumo

VALLE, Júlio César Augusto do  e  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 21-Jan-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.

Palavras-chave : Curriculum; Pragmatic Sociology; Differences.

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