Suchergebnisse

This paper aims at unpacking the becoming of the mathematics teacher as a professional immerse in the Chilean society, by mapping the changes that have taken within his/her fabrication and governing. A Foucault–inspired history of the present is deployed, as analytical strategy, to problematize how the discursive assemblage of social development and school mathematics produces a particular teacher—an autonomous professional that has to engage in continuous training and has to be a good decisionmaker, framed within political and economic agenda. Ways of conceiving and understand the mathematics teacher are (re)producing a discursive network that operates as a technology of government for the fabrication of the desired mathematics teacher.

This Ph.D. dissertation aims at problematizing the discourses about the mathematics teacher through an intensive reading, which is accomplished through a Foucault-inspired discourse analysis and historizing of the present. This implies a critical questioning of dominant discourses about the desired teacher, power/knowledge relationships, technologies of government, and taken-for-granted truths. The discourse analysis enables to rethink the fabrication of the mathematics teachers without the teacher. It enables new ways of conceiving, thinking, and understanding the mathematics teacher as entangled with historical and social conditions. Building on Foucauldian and Deleuzian toolboxes, this dissertation troubles how the mathematics teacher becomes a neoliberal subject, and how certain technologies of government are assembled to make particular kinds of teachers—the desired mathematics teacher. The mathematics teacher is understood as a discursive formation that is submerged in a constant becoming and evolving.

Este artículo ofrece una reflexión sobre los movimientos que ha configurado una visión crítica y política en educación matemática. Realizamos un mapeo de los puntos sobresalientes, por un lado, de la educación matemática crítica, su desarrollo en el mundo y en América Latina, sus preocupaciones, tensiones y nuevas direcciones. Por el otro, introducimos el giro hacia el estudio de la política cultural de la educación matemática. Esta tendencia permite problematizar, desde perspectivas histórico-culturales, cómo las prácticas educativas de las matemáticas contribuyen a la formación de los sujetos racionales de nuestro tiempo e insertan a las personas en formas de conocer y racionalidades matemáticas socialmente valoradas. El estudio político de la educación matemática en su totalidad ofrece maneras de entender e imaginar los distintos aspectos filosóficos, sociológicos y pedagógicos de las matemáticas escolares.