Politics, knowledge and ethics: the need to rethink mathematics teaching and learning
DOI:
https://doi.org/10.23925/1983-3156.2023v25i2p45-68Keywords:
Objectification theory, Freedom, Universality, Property, Concepts of the subject, Freire, Vygotsky, Community ethicsAbstract
This article presents some fundamental elements to rethink the teaching-learning of mathematics beyond the economicist project currently imposed by neoliberalism: the project that reduces the student to human capital and turns the school into a site for acquiring skills for the market economy. It suggests the importance of questioning the orientation of the knowledge offered by the school and the type of individual that the school forms in its daily work. The rethinking of the teaching-learning of mathematics outlined in this article is framed in a perspective in which mathematics education is conceived as a social, political, historical and cultural project for the formation of ethical and reflective individuals, capable of critically positioning themselves in inclusive and supportive mathematical practices, and of imagining new possibilities of action and thought.
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