| dc.description.abstract | This dissertation aims at problematizing how teachers from a state school in Esteio, a town located in the metropolitan region surrounding the capital of Rio Grande do Sul,
describe the learning of school mathematics, particularly their students’ logical reasoning. The theoretical bases of this investigation have been linked to the poststructuralist
thought, following some formulations of Michel Foucault, and ideas from Discourse on Method, by René Descartes, mainly those linked to thought ordering. Evaluation documents of the school studied, especially 58 descriptive evaluations
written by five teachers of elementary school, as well as interviews with these teachers have constituted the research material. The interviews were recorded and later transcribed. The analysis of the research material has allowed for: showing the resonances of Cartesian ideas as conducting the conducts of school subjects in contemporaneity; reflecting upon relationships between Mathematics as a foundation
of reasoning and its ma | en |
