<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312019000100509</article-id>
<article-id pub-id-type="doi">10.26512/lc.v24i0.21853</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Política Cultural dos Livros Didáticos de Matemática: um guia para transformar estudantes em cidadãos neoliberais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marcio Antonio da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312019000100509&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312019000100509&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312019000100509&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo apresentarei como o currículo de matemática direciona valores, comportamentos e moralidades que vão além dos conteúdos conceituais, das habilidades ou das competências, produzindo implicações políticas. Mais especificamente, mostrarei como os livros didáticos de matemática propõem o ensino de formas específicas de ser e de se comportar no mundo, alinhadas às políticas neoliberais. Concluo que a política cultural é uma ferramenta potente para analisar currículos de matemática e que essas análises têm implicações importantes para a formação de professores que ensinam matemática, pois oferecem outros modos de olhar para os processos de ensino e aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, I will present how the math curriculum leads values, behaviors and moralities that go beyond conceptual content, skills or competences, producing political implications. More specifically, I will show how mathematics textbooks propose the teaching of specific ways of being and behaving in the world, aligned with neoliberal policies. I conclude that cultural politics is a powerful tool for analyzing mathematics curricula and that these analyzes have important implications for the teacher education because they offer other ways of looking at teaching and learning processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, presentaré cómo el currículo de matemática dirige valores, comportamientos y moralidades que van más allá de los contenidos conceptuales, de las habilidades o de las competencias, produciendo implicaciones políticas. Más específicamente, mostraré cómo los libros didácticos de matemáticas proponen la enseñanza de formas específicas de ser y de comportarse en el mundo, alineadas a las políticas neoliberales. Concluyo que la política cultural es una herramienta potente para analizar currículos de matemáticas y que estos análisis tienen implicaciones importantes para la formación de profesores que enseñan matemáticas, pues ofrecen otros modos de mirar los procesos de enseñanza y aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Dans cet article, je présenterai comment le programme de mathématiques aborde les valeurs, les comportements et les moralités qui vont au-delà du contenu conceptuel, des aptitudes ou des compétences, produisant des implications politiques. Plus spécifiquement, je montrerai comment les manuels de mathématiques proposent l'enseignement de manières spécifiques d'être et de se comporter dans le monde, en accord avec les politiques néolibérales. Je conclus que la politique culturelle est un outil puissant pour analyser les programmes de mathématiques et que ces analyses ont des implications importantes pour la formation des enseignants qui enseignent les mathématiques parce qu'ils offrent d'autres façons d'envisager les processus d'enseignement et d'apprentissage.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[política cultural]]></kwd>
<kwd lng="pt"><![CDATA[livros didáticos de matemática]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[cultural policy]]></kwd>
<kwd lng="en"><![CDATA[mathematics textbooks.]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[política cultural]]></kwd>
<kwd lng="es"><![CDATA[libros de texto de matemáticas.]]></kwd>
<kwd lng="fr"><![CDATA[éducation mathématique]]></kwd>
<kwd lng="fr"><![CDATA[curriculum]]></kwd>
<kwd lng="fr"><![CDATA[politique culturelle]]></kwd>
<kwd lng="fr"><![CDATA[manuels de mathématiques.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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