Um diagnóstico do presente para a Educação Matemática Inclusiva no Brasil
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2023-08-14
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Universidade Estadual Paulista (Unesp)
Resumo
A Educação Matemática Inclusiva é o objeto de investigação da presente tese. Os materiais selecionados para essa investigação foram: o ato de criação do grupo de trabalho Diferença, Inclusão e Educação Matemática, inscrito na Sociedade Brasileira de Educação Matemática (SBEM) como GT-13; os anais do VI e VII Seminário Internacional de Pesquisa em Educação Matemática (SIPEM); os anais do I Encontro Nacional de Educação Matemática Inclusiva (ENEMI); e, alguns documentos, como Políticas Públicas a nível nacional e internacional que se mostraram significativos no estudo da temática. Tais materiais foram analisados segundo o referencial teórico de Michel Foucault, que além de inspiração metodológica, foi uma das principais contribuições para subsidiar as tematizações apresentadas ao longo dos capítulos. Três unidades analíticas emergiram no processo analítico, quais sejam: (i) o exercício da cidadania e a formação do cidadão; (ii) a ascensão de aspectos democráticos em tempos de Sociedade Inclusiva; e, (iii) a intervenção no domínio pedagógico. Cada uma dessas unidades corresponde a um capítulo da tese, enumerados, respectivamente, como Capítulo 2, Capítulo 3 e Capítulo 4, que são organizados em três seções. Na primeira seção apresentamos a unidade analítica desde a perspectiva das Políticas Públicas de Inclusão. Na segunda, discutimos a unidade analítica no interior da Educação Matemática Inclusiva, como o resultado da instrumentalização das práticas previstas nas Políticas Públicas de Inclusão. Por fim, na terceira seção apontamos o engendramento dessa unidade analítica a um poder econômico, evidenciando implicações para o campo das Políticas Públicas de Inclusão e, por consequência, para a Educação Matemática Inclusiva. Ao longo desses capítulos mostramos evidências que determinam o alinhamento da Educação Matemática Inclusiva a uma racionalidade econômica que tem na generalização e na multiplicação da forma empresa no corpo social seu principal objetivo. A fim de complementar a leitura desses capítulos, o capítulo 1 apresenta um a priori histórico das Políticas Educacionais em relação a seu engendramento a um poder econômico. Por fim, nas considerações finais, reiteramos o exercício diagnóstico empreendido na tese como uma possibilidade de ampliação de uma dimensão política para a Educação Matemática Inclusiva.
Inclusive Mathematics Education is the subject of investigation in this thesis. The materials selected for this research included: the establishment of the working group 'Difference, Inclusion, and Mathematics Education,' registered with the Brazilian Society of Mathematics Education (SBEM) as GT-13; the proceedings of the VI and VII International Seminar on Research in Mathematics Education (SIPEM); the proceedings of the I National Meeting on Inclusive Mathematics Education (ENEMI); and certain documents, such as public policies at both national and international levels, which proved to be significant for this study. These materials were analyzed within the theoretical framework of Michel Foucault, which, in addition to providing methodological inspiration, was one of the main contributions supporting the themes presented throughout the chapters. Three analytical units emerged from the analytical process, namely: (i) the exercise of citizenship and the formation of citizens; (ii) the rise of democratic aspects in the era of an Inclusive Society; and (iii) intervention in the pedagogical domain. Each of these units corresponds to a chapter in the thesis, numbered as Chapter 2, Chapter 3, and Chapter 4, respectively, which are organized into three sections. In the first section, we present the analytical unit from the perspective of Public Inclusion Policies. In the second, we discuss the analytical unit within Inclusive Mathematics Education, as the result of the instrumentalization of the practices provided for in Public Inclusion Policies. Finally, in the third section we point out the adaptation of this analytical unit to economic power, highlighting its implications for the field of Inclusion Public Policies and, consequently, for Inclusive Mathematics Education. Throughout these chapters, we provide evidence that illustrates the alignment of Inclusive Mathematics Education with an economic rationality whose primary objective is the generalization and multiplication of the "enterprise" form within society. To complement the reading of these chapters, Chapter 1 presents an a priori history of Education Policies in relation to their involvement with economic power. Finally, in the concluding remarks, we reaffirm the diagnostic exercise conducted in this thesis as a means to broaden the political dimension of Inclusive Mathematics Education.
Inclusive Mathematics Education is the subject of investigation in this thesis. The materials selected for this research included: the establishment of the working group 'Difference, Inclusion, and Mathematics Education,' registered with the Brazilian Society of Mathematics Education (SBEM) as GT-13; the proceedings of the VI and VII International Seminar on Research in Mathematics Education (SIPEM); the proceedings of the I National Meeting on Inclusive Mathematics Education (ENEMI); and certain documents, such as public policies at both national and international levels, which proved to be significant for this study. These materials were analyzed within the theoretical framework of Michel Foucault, which, in addition to providing methodological inspiration, was one of the main contributions supporting the themes presented throughout the chapters. Three analytical units emerged from the analytical process, namely: (i) the exercise of citizenship and the formation of citizens; (ii) the rise of democratic aspects in the era of an Inclusive Society; and (iii) intervention in the pedagogical domain. Each of these units corresponds to a chapter in the thesis, numbered as Chapter 2, Chapter 3, and Chapter 4, respectively, which are organized into three sections. In the first section, we present the analytical unit from the perspective of Public Inclusion Policies. In the second, we discuss the analytical unit within Inclusive Mathematics Education, as the result of the instrumentalization of the practices provided for in Public Inclusion Policies. Finally, in the third section we point out the adaptation of this analytical unit to economic power, highlighting its implications for the field of Inclusion Public Policies and, consequently, for Inclusive Mathematics Education. Throughout these chapters, we provide evidence that illustrates the alignment of Inclusive Mathematics Education with an economic rationality whose primary objective is the generalization and multiplication of the "enterprise" form within society. To complement the reading of these chapters, Chapter 1 presents an a priori history of Education Policies in relation to their involvement with economic power. Finally, in the concluding remarks, we reaffirm the diagnostic exercise conducted in this thesis as a means to broaden the political dimension of Inclusive Mathematics Education.
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Educação matemática., Políticas públicas de inclusão, Neoliberalismo, Sociedade inclusiva, História da educação matemática, Mathematics education, Public inclusion policies, Neoliberalism, Inclusive society, History of mathematics education