Abstract

MARTINI, Lucas  and  GODOY, Elenilton Vieira. Conceptual aspects of Traditional Classical Pedagogy versus Critical Mathematics Education: spaces of tension. Ed. Mat. Deb. [online]. 2025, vol.9, n.18, a12. ISSN 2526-6136.  https://doi.org/10.46551/emd.v9n18a12.

Among the various debates present in curriculum studies and Mathematics Education, the controversy (Orlandi, 2020a) about the traditional perspective stands out. To explore this issue, we turn to Herbart (1946, 2014) to establish connections between the traditional approach and Critical Mathematics Education (EMC), as proposed by Skovsmose (2001, 2007). The theoretical and methodological basis adopted is based on Orlandi's Discourse Analysis (2017a, 2017b, 2020a, 2020b). As a result, Herbart emphasizes the concept of interest, widely used today, proposed with a focus on life-oriented education. His approach, structured on the pillars of government, instruction, and discipline, conflicts with inequality and the social responsibility of schools, aspects proposed by EMC.

Keywords : Curriculum Theories; Herbart; Traditional; Critical Mathematics Education.

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