<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102016000300339</article-id>
<article-id pub-id-type="doi">10.4013/edu.2016.203.07</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prácticas culturales de consumo: limitaciones y posibilidades en la movilización de la relación diversidad, educación matemática y subjetividades juveniles]]></article-title>
<article-title xml:lang="en"><![CDATA[Cultural consumer practices: Limitations and possibilities in the mobilization of the diversity, mathematics education and juvenile subjectivities relation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Oliveros]]></surname>
<given-names><![CDATA[Gloria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>20</volume>
<numero>3</numero>
<fpage>339</fpage>
<lpage>347</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102016000300339&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102016000300339&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102016000300339&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  En este art&#237;culo se analiza c&#243;mo las pr&#225;cticas culturales de consumo movilizan posibilidades en la relaci&#243;n entre la dimensi&#243;n epistemol&#243;gica del eje del conocimiento matem&#225;tico y el eje de constituci&#243;n de las nuevas subjetividades juveniles espec&#237;ficamente en el nivel secundario de la educaci&#243;n colombiana. Para el an&#225;lisis se utilizan datos de tesis de maestr&#237;a realizadas entre el 2011 y 2015 por estudiantes en el programa Docencia de la Matem&#225;tica. El programa tiene sede en la universidad colombiana Pedag&#243;gica Nacional, localizada en la ciudad de Bogot&#225;. Para el an&#225;lisis como referencia te&#243;rico-metodol&#243;gica se configuran relaciones entre el enfoque sociopol&#237;tico de la educaci&#243;n matem&#225;tica, estudios foucaultianos en educaci&#243;n, etnomatematicos y teor&#237;as sociales latinoamericanas. El an&#225;lisis del material de las tesis muestra que las pr&#225;cticas culturales de consumo abren posibilidad de cuestionar el centro que define la matriz normativa de dispositivos de la escolarizaci&#243;n matem&#225;tica excluyentes y posibilidades en las construcciones de subjetividades juveniles. Al mismo tiempo muestra las limitaciones para introducir variaciones significativas en la escolarizaci&#243;n de las matem&#225;ticas en la educaci&#243;n secundaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  In this article, an analysis of how cultural consumer practices mobilize possibilities in the relation between the epistemological dimensions of the mathematics knowledge axis and the constitution of new juvenile subjectivities axis is presented, specifically in the middle and high school level of Colombian education. The data analyzed was extracted from Master degree thesis, developed between 2011 and 2015, by students of the Docencia de la Matem&#225;tica program of the Universidad Pedag&#243;gica Nacional, in Bogot&#225;, Colombia. For the analysis, as a theoretic-methodological reference, relations between the sociopolitical approach of mathematics education, Foucauldian studies in education, ethno mathematics and Latin-American social theories, are configured. The analysis shows that cultural consumer practices open the possibility of questioning the focus that defines the normative matrix of exclusive mathematics schooling mechanisms and possibilities in the constructions of juvenile subjectivities. At the same time, it shows the limitations for introducing significant variations in mathematics schooling in secondary education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Prácticas Culturales]]></kwd>
<kwd lng="es"><![CDATA[Subjetividades Juveniles]]></kwd>
<kwd lng="es"><![CDATA[Matriz Normativa de Comportamientos]]></kwd>
<kwd lng="es"><![CDATA[Dispositivos de la Escolarización Matemática Excluyentes]]></kwd>
<kwd lng="en"><![CDATA[Cultural Practices]]></kwd>
<kwd lng="en"><![CDATA[Juvenile Subjectivities]]></kwd>
<kwd lng="en"><![CDATA[Normative Behavior Matrix]]></kwd>
<kwd lng="en"><![CDATA[Exclusive Mathematics Schooling Mechanisms]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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