A “realidade” nas tramas discursivas da educação matemática escolar

Abstract

The thesis aims to problematize a statement that circulates in a recurrent way in the School Mathematics Education discourse, which concerns the importance of working with the student’s “reality”. The data of the study comprises the Revista do Ensino do Rio Grande do Sul (Rio Grande do Sul State Teaching Journal), specifically the issues published between 1939 and 1941, the proceedings of the three Brazilian Congresses on Etnomathematics (CBEm’s) and the three last National Meetings on Mathematics Education (ENEM’s). Based on Michel Foucault, later Wittgenstein and John Dewey’s theorizations, the thesis examines how, in the Western educational field, the relationships between the school and the wider social world were being conceived and the intertwinements of the studied statement with others of such field, which, in their dispersion, produced effects of truth in the School Mathematics Education discourse. The investigation shows: a) how the statement under study was being renewed through the seventeenth an