Mathematical Education, School, and Righteous Anger: Problematizing Entanglements

Abstract

This article aims to articulate some of the theoretical forays of the História da Educação Matemática em Pesquisa (HEMEP) towards producing interferences in socially naturalized discourses that construct a school, mathematics, and a teacher (white-heterosexual-cisgender male). Drawing from narratives produced through the methodology of oral history, we engage in a diffractive movement by reading texts, slogans, and narratives through one another. This text asserts the power of producing and mobilizing narratives from mathematics students and teachers in denouncing exclusionary school models and in the pursuit of collective organization around the school as a space of struggle.