A Etnomatemática nos cursos de formação continuada de professores: implicações das regularidades discursivas e das relações de poder na produção de subjetividades

Abstract

This work aims to present a discussion, consequential from a masters degree research, of how the use of Ethnomathematics in continuing education programs for mathematics' teachers implies inthe production osubjectivities. Therefore, two Masters dissertations that studied the Ethnomathematics in teachers educationline were analyzed: one from a private institution and one produced at a publicinstitution,disclosed in theyears 2006 and 2009, respectively, in Porto Alegre-RS. The analysis has focused on investigating, according to Foucault's discourse theories, through the discursive regularities and power/knowledgerelations, how different modes of subjectivity are produced in the researching subjects. By using twoguiding principles of visibility: Ethnomathematics as art and technique to explain and understand within thedifferent cultures andthe relation of it with the teacher`s training and the Ethnomathematics as a mechanism of government, itfollows that the discussions of the analyzed papers operate as governance mechanisms able to qualify and lead conducts, producing this way, unique modes of subjectivity.