Abstract
When it becomes a curricular discipline, mathematics must be taught and learned in the school context. But amidst relations of power and in the political-ideological functioning of mathematics as a curricular discipline, there is a social division of reading which lies in the (im)possibility of learning for all. The present chapter was drawn from the analysis of written records of oneself and from the textualization of problem situations which were elaborated by students who had been committed to a socio-educational unit. We have inquired how an adolescent in conflict with the law can be the author of a mathematical text, taking into account institutionalized rules, social aspects, and classroom work. We have sought an understanding of how this subject identifies (or not) mathematics as something that can be learned. This chapter aims to analyze discursively the textualization of mathematical knowledge and possible displacements of this knowledge in the school context. The analysis material was composed of problem situations written by adolescents during mathematics classes related to the experienced conditions of production until the adolescents textualized their mathematical ideas in narratives similar to “life stories”. We have adopted the theoretical principles and analytical procedures of Materialist Discourse Analysis. We have also taken into account the didactic transposition between the scientifically produced knowledge and school knowledge. In view of the specific conditions in which the narratives were produced, the mathematical text was related with other discourse, including the broken ties of the adolescents, described in their life narratives. We understand that authorship in mathematics takes place when the process of textualization of mathematics makes sense for both the subject who writes and the one who reads it.
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- 1.
The noosphere is the “sphere where all those who even occupy the main places of the didactic operation are faced with the problems that arise from the encounter with the society and its demands; it is where the conflicts and the negotiations are concluded and the solutions are matured” (Chevallard, 1998, p. 28, our translation).
- 2.
It is composed of two houses (1 and 2) separated from the rest of the unit. It is the place where teenagers are placed when they arrive at CENSE and they can stay there for up to 45 days. After their stay in the Provisional Unit, the student can be discharged or confined for 6 months. In the second case, they are referred to one of the other six houses in the unit.
- 3.
The researchers have the adolescents’ families’ socio-economic data.
- 4.
R$ (sing. real, pl. reais) is the Brazilian currency. One real is approximately one-third of a dollar.
- 5.
For those who are marginalized, there is a law of their own. The gang leaders delegate which rules must be obeyed and everyone else must comply with them. For them the laws based in legal affairs, outside the criminal world, do not matter.
- 6.
This exit permit can be for a course, during the day, a job, a cultural activity, etc.
- 7.
Some of the adolescents who participated in the research, on their own initiative, wrote a journal, in addition to their life history. In this diary they included, beyond their daily activities, their feelings regarding the period lived in the unit.
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Adorno de Oliveira, L.L., Nogueira, C.M.I. (2019). Authorship in Mathematics in an Environment Marked Between Delinquency and Inclusion. In: Kollosche, D., Marcone, R., Knigge, M., Penteado, M.G., Skovsmose, O. (eds) Inclusive Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-11518-0_30
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