Deconstructing the school mathematics from a post-metaphysical perspective of education

• Autor(a) principal: Miguel, Antonio
• Data de Publicação: 2011
• Outros Autores: Vilela, Denise Silva, Moura, Anna Regina Lanner de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zetetiké (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646675
• topic: School (mathematics) education; Sociocultural practices; Symbolicdiscursive games; (in)disciplinary problematization; Transgression; Deconstruction; Educação (matemática) escolar; Práticas socioculturais; Jogos simbólico-discursivos; Problematização (in)disciplinar; Transgressão; Desconstrução

In this article, developed in the field of the philosophy of mathematicseducation, we establish a dialogue with post-metaphysical discursiveperspectives mainly constituted in the fields of philosophy and appliedlinguistics. Our purpose is to investigate strategies that could enable andprovide visibility to a transgressive perspective of school education. Thisperspective is guided exclusively by deconstructive political ethics developedthrough what we call (in)disciplinary practices of cultural problematization. Thisproblematization focuses on two issues, namely: the deconstruction ofmathematics as a school subject and the deconstruction of the conception ofschool education as transmission or individual appropriation of disciplinaryknowledge. At first, we make brief comments on the political andepistemological unfolding of the ethics behind the Euclidean conception ofmathematics. Then, based mainly on Wittgenstein’s, Derrida’s and Foucault’sideas, we develop a pluralistic way of seeing and reading mathematics in theperformance of socio-cultural practices in different contexts of human activity.This (in)disciplinary way of practicing mathematics is illustrated by thedeconstruction of the mathematical concept of order. Secondly, drawinginspiration from the trail suggested by Wittgenstein, that learning is learning to see in other ways, we try to produce preliminary significance to the practice ofdeconstruction of school education as cultural bias and as a neutral process oftransmission or appropriation of disciplinary contents.