Práxis Pedagógica (Feb 2014)

Devices, subjectivities and mathematics education

  • Carlos Alberto Garzón

DOI
https://doi.org/10.26620/uniminuto.praxis.14.15.2014.77-88
Journal volume & issue
Vol. 14, no. 15
pp. 77 – 88

Abstract

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A reflection on the relationship between discourse and educational activities with regard to critical mathematics education and the constitution of subjectivities through educational devices arises. The power that is exercised in the teaching of mathematics is evident, especially from school devices with exclusive assessment practices where docile individuals are made of. These practices are part of international policy of standardization.

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