Power relations in the idealization of Mathematics textbooks

Detalhes bibliográficos
Autor(a) principal: Santos, José Wilson dos
Data de Publicação: 2018
Outros Autores: Silva, Marcio Antonio da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/12274
Resumo: In this paper, the aim is to analyze how power relations currently (re)configure a supposed “ideal” Mathematics textbook, from the perspective of different characters who act in this production, whose actions impel the (re)configuration of this material. Based on Foucauldian theorizations on discourse analysis and knowledge-power relations, semi-structured interviews with authors of Mathematics textbooks, editors, collaborators, designers and teams of the National Textbook Program (known as PNLD) are taken as empirical material. The data show that, after a period of adjustments and improvements, post-evaluation of the PNLD, there is an adaptation of the Mathematics textbooks based on the current discourse, since more challenging proposals are penalized. As the Mathematics textbook becomes a commercially profitable product, potentially more salable works are built by official and marginal knowledge, forged in the multiplicity of power relations and in the reading of discourses that are in the order of the present time.   Keywords: Mathematics textbook. Discourse analysis. Power relations.
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spelling Power relations in the idealization of Mathematics textbooksRelaciones de poder en la idealización de libros de MatemáticasRelações de poder na idealização de livros didáticos de MatemáticaIn this paper, the aim is to analyze how power relations currently (re)configure a supposed “ideal” Mathematics textbook, from the perspective of different characters who act in this production, whose actions impel the (re)configuration of this material. Based on Foucauldian theorizations on discourse analysis and knowledge-power relations, semi-structured interviews with authors of Mathematics textbooks, editors, collaborators, designers and teams of the National Textbook Program (known as PNLD) are taken as empirical material. The data show that, after a period of adjustments and improvements, post-evaluation of the PNLD, there is an adaptation of the Mathematics textbooks based on the current discourse, since more challenging proposals are penalized. As the Mathematics textbook becomes a commercially profitable product, potentially more salable works are built by official and marginal knowledge, forged in the multiplicity of power relations and in the reading of discourses that are in the order of the present time.   Keywords: Mathematics textbook. Discourse analysis. Power relations.En este artículo, se objetiva analizar el modo como relaciones de poder (re)configuran un supuesto “ideal” de libro didáctico de Matemáticas en la actualidad, a partir de la perspectiva de los personajes que actúan en esa producción, cuyas acciones impulsan la (re)configuración del material. Fundamentado en las teorías foucaultianas sobre el análisis del discurso y las relaciones saber-poder, se toma como material empírico entrevistas semiestructuradas realizadas con autores de libros didácticos de Matemáticas, editores, colaboradores, diseñadores y equipos del Programa Nacional del Libro Didáctico (PNLD). Los datos apuntan que, después de un período de ajustes y mejoras, post-evaluación del PNLD, se produce una adecuación de los libros didácticos de Matemáticas, en un discurso vigente, una vez que las propuestas más desafiantes son sancionadas. A medida en que el libro de Matemáticas se convierte en un producto comercial lucrativo, obras potencialmente más vendibles son construidas por saberes oficiales y marginales, forjados en la multiplicidad de las relaciones de poder y en la lectura de los discursos que están en el orden del tiempo presente.   Palabras clave: Libro didáctico de Matemáticas. Análisis del discurso. Relaciones de poder.Neste artigo, objetiva-se analisar o modo como relações de poder (re)configuram um suposto “ideal” de livro didático de Matemática na atualidade, a partir da perspectiva dos personagens que atuam nessa produção, cujas ações impulsionam a (re)configuração do material. Fundamentado nas teorizações foucaultianas sobre a análise do discurso e as relações saber-poder, toma-se como material empírico entrevistas semiestruturadas realizadas com autores de livros didáticos de Matemática, editores, colaboradores, designers e equipes do Programa Nacional do Livro Didático (PNLD). Os dados apontam que, após um período de ajustes e melhorias, pós-avaliação do PNLD, ocorre uma adequação dos livros didáticos de Matemática à ordem do discurso vigente, uma vez que propostas mais desafiadoras são punidas. À medida que o livro de Matemática se torna um produto comercial lucrativo, obras potencialmente mais vendáveis são construídas por saberes oficiais e marginais, forjados na multiplicidade das relações de poder e na leitura dos discursos que estão na ordem do tempo presente.   Palavras-chave: Livro didático de Matemática. Análise do discurso. Relações de poder.Universidade Estadual de Ponta Grossa2018-11-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1227410.5212/PraxEduc.v.14n1.014Práxis Educativa; Vol. 14 No. 1 (2019); 250-272Práxis Educativa; Vol. 14 Núm. 1 (2019); 250-272Práxis Educativa; V. 14 N. 1 (2019); 250-272Práxis Educativa; v. 14 n. 1 (2019); 250-2721809-43091809-403110.5212/PraxEduc.v.14n1reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/12274/209209210557https://revistas.uepg.br/index.php/praxiseducativa/article/view/12274/209209213177Copyright (c) 2018 Práxis Educativainfo:eu-repo/semantics/openAccessSantos, José Wilson dosSilva, Marcio Antonio da2020-04-15T20:18:27Zoai:uepg.br:article/12274Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T20:18:27Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Power relations in the idealization of Mathematics textbooks
Relaciones de poder en la idealización de libros de Matemáticas
Relações de poder na idealização de livros didáticos de Matemática
title Power relations in the idealization of Mathematics textbooks
spellingShingle Power relations in the idealization of Mathematics textbooks
Santos, José Wilson dos
title_short Power relations in the idealization of Mathematics textbooks
title_full Power relations in the idealization of Mathematics textbooks
title_fullStr Power relations in the idealization of Mathematics textbooks
title_full_unstemmed Power relations in the idealization of Mathematics textbooks
title_sort Power relations in the idealization of Mathematics textbooks
author Santos, José Wilson dos
author_facet Santos, José Wilson dos
Silva, Marcio Antonio da
author_role author
author2 Silva, Marcio Antonio da
author2_role author
dc.contributor.author.fl_str_mv Santos, José Wilson dos
Silva, Marcio Antonio da
description In this paper, the aim is to analyze how power relations currently (re)configure a supposed “ideal” Mathematics textbook, from the perspective of different characters who act in this production, whose actions impel the (re)configuration of this material. Based on Foucauldian theorizations on discourse analysis and knowledge-power relations, semi-structured interviews with authors of Mathematics textbooks, editors, collaborators, designers and teams of the National Textbook Program (known as PNLD) are taken as empirical material. The data show that, after a period of adjustments and improvements, post-evaluation of the PNLD, there is an adaptation of the Mathematics textbooks based on the current discourse, since more challenging proposals are penalized. As the Mathematics textbook becomes a commercially profitable product, potentially more salable works are built by official and marginal knowledge, forged in the multiplicity of power relations and in the reading of discourses that are in the order of the present time.   Keywords: Mathematics textbook. Discourse analysis. Power relations.
publishDate 2018
dc.date.none.fl_str_mv 2018-11-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/12274
10.5212/PraxEduc.v.14n1.014
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/12274
identifier_str_mv 10.5212/PraxEduc.v.14n1.014
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/12274/209209210557
https://revistas.uepg.br/index.php/praxiseducativa/article/view/12274/209209213177
dc.rights.driver.fl_str_mv Copyright (c) 2018 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Práxis Educativa
eu_rights_str_mv openAccess
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text/xml
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 14 No. 1 (2019); 250-272
Práxis Educativa; Vol. 14 Núm. 1 (2019); 250-272
Práxis Educativa; V. 14 N. 1 (2019); 250-272
Práxis Educativa; v. 14 n. 1 (2019); 250-272
1809-4309
1809-4031
10.5212/PraxEduc.v.14n1
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
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instname_str Universidade Estadual de Ponta Grossa (UEPG)
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reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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