The statistical discourse in mathematical education: the achilles´s heel and the salvationists prescriptions

Detalhes bibliográficos
Autor(a) principal: Bacca, Paula Cristina
Data de Publicação: 2022
Outros Autores: Flores, Claudia Regina
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/84590
Resumo: The article attempts a discursive analysis of Mathematics Education becoming from educational assessments. Reports in newspaper and News portals were problematized based on Foucaultian discourse analysis. The analysis shows the use of numbers as a powerful driver of neoliberal assumptions and as a reinforcer of truth about Mathematics Education: 1) there would be a crisis, because the data are terrible; 2) teachers are to blame for the crisis and 3) the implementation of active pedagogies and greater investment in teacher training would be the solutions considered appropriate. It is concluded at the end that the way Mathematics Education is ranked, calculated and measured, this process produces a regime of truth that reduces the spaces of freedom in teaching, since dealing with these impositions is na endless struggle and contrary to identity of each teacher: neoliberalism is insatiable.
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spelling The statistical discourse in mathematical education: the achilles´s heel and the salvationists prescriptions O discurso estatístico na educação matemática: o calcanhar de aquiles e as prescrições salvacionistasEducação matemáticaEstatísticas educacionaisDiscursoNeoliberalismoMichel FoucaultMathematical educationEducacional estatisticsDiscourseNeoliberalismMichel FoucaultThe article attempts a discursive analysis of Mathematics Education becoming from educational assessments. Reports in newspaper and News portals were problematized based on Foucaultian discourse analysis. The analysis shows the use of numbers as a powerful driver of neoliberal assumptions and as a reinforcer of truth about Mathematics Education: 1) there would be a crisis, because the data are terrible; 2) teachers are to blame for the crisis and 3) the implementation of active pedagogies and greater investment in teacher training would be the solutions considered appropriate. It is concluded at the end that the way Mathematics Education is ranked, calculated and measured, this process produces a regime of truth that reduces the spaces of freedom in teaching, since dealing with these impositions is na endless struggle and contrary to identity of each teacher: neoliberalism is insatiable.O artigo intenta uma análise discursiva sobre a Educação Matemática a partir das avaliações educacionais. Problematizou-se reportagens em jornais e portais de notícias com base na análise de discurso foucaultiana. A análise evidencia o uso do número como potente condutor dos pressupostos neoliberais e como reforçador de verdades sobre a Educação Matemática: 1) haveria uma crise, pois os dados são péssimos; 2) os professores são os culpados pela crise instaurada e 3) a implementação das pedagogias ativas e o maior investimento na formação de professores seriam as soluções consideradas adequadas. Conclui-se ao final que da forma como a Educação Matemática vem sendo ranqueada, calculada e aferida, esse processo produz um regime de verdade que reduz os espaços de liberdade na docência, posto que dar conta dessas imposições é uma luta sem fim e contrária a identidade de cada professor: o neoliberalismo é insaciável.Universidade Federal de Santa Catarina2022-11-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/8459010.5007/1982-5153.2022.e84590Alexandria: Revista de Educação em Ciência e Tecnologia; v. 15 n. 2 (2022); 285-3051982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/84590/51850http://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessBacca, Paula CristinaFlores, Claudia Regina2022-11-29T22:39:13Zoai:periodicos.ufsc.br:article/84590Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2022-11-29T22:39:13Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv The statistical discourse in mathematical education: the achilles´s heel and the salvationists prescriptions
O discurso estatístico na educação matemática: o calcanhar de aquiles e as prescrições salvacionistas
title The statistical discourse in mathematical education: the achilles´s heel and the salvationists prescriptions
spellingShingle The statistical discourse in mathematical education: the achilles´s heel and the salvationists prescriptions
Bacca, Paula Cristina
Educação matemática
Estatísticas educacionais
Discurso
Neoliberalismo
Michel Foucault
Mathematical education
Educacional estatistics
Discourse
Neoliberalism
Michel Foucault
title_short The statistical discourse in mathematical education: the achilles´s heel and the salvationists prescriptions
title_full The statistical discourse in mathematical education: the achilles´s heel and the salvationists prescriptions
title_fullStr The statistical discourse in mathematical education: the achilles´s heel and the salvationists prescriptions
title_full_unstemmed The statistical discourse in mathematical education: the achilles´s heel and the salvationists prescriptions
title_sort The statistical discourse in mathematical education: the achilles´s heel and the salvationists prescriptions
author Bacca, Paula Cristina
author_facet Bacca, Paula Cristina
Flores, Claudia Regina
author_role author
author2 Flores, Claudia Regina
author2_role author
dc.contributor.author.fl_str_mv Bacca, Paula Cristina
Flores, Claudia Regina
dc.subject.por.fl_str_mv Educação matemática
Estatísticas educacionais
Discurso
Neoliberalismo
Michel Foucault
Mathematical education
Educacional estatistics
Discourse
Neoliberalism
Michel Foucault
topic Educação matemática
Estatísticas educacionais
Discurso
Neoliberalismo
Michel Foucault
Mathematical education
Educacional estatistics
Discourse
Neoliberalism
Michel Foucault
description The article attempts a discursive analysis of Mathematics Education becoming from educational assessments. Reports in newspaper and News portals were problematized based on Foucaultian discourse analysis. The analysis shows the use of numbers as a powerful driver of neoliberal assumptions and as a reinforcer of truth about Mathematics Education: 1) there would be a crisis, because the data are terrible; 2) teachers are to blame for the crisis and 3) the implementation of active pedagogies and greater investment in teacher training would be the solutions considered appropriate. It is concluded at the end that the way Mathematics Education is ranked, calculated and measured, this process produces a regime of truth that reduces the spaces of freedom in teaching, since dealing with these impositions is na endless struggle and contrary to identity of each teacher: neoliberalism is insatiable.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/84590
10.5007/1982-5153.2022.e84590
url https://periodicos.ufsc.br/index.php/alexandria/article/view/84590
identifier_str_mv 10.5007/1982-5153.2022.e84590
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/84590/51850
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 15 n. 2 (2022); 285-305
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
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