que diz o muro da escola? Aprendizagens e deslizamentos e matemática

Abstract

This study deals with movements and pauses in a school, in a classroom, in research, in mathematical education. The question that emerges from this occupation regards to learning in a mathematics classroom. For this investigation, the class is taken as a writing unit. Mathematics is taken as an event in the classroom, which is understood as a collective of forces and, thus, we seek to drive the attention to the procedures, to the flow. In this scenario, canon curriculum, hegemonic mathematics, methodologies for teaching mathematics are problematized. A racist sentence printed on a wall in a public school brings that wall into the study. It is looked upon from three perspectives: the wall has spatiality. It limits the space belonging to the school. The wall has functionality. It prevents people from coming in or out. The wall has a possibility for occupation. Occupied with the wall, the study takes erasing, cracking and collage as writing methodologies. Erasing a classic mathematical education text with correction tape is writing with the original text. With a typewriter, writing a new text over the erasing. Cracking mathematics classes reports pulling strings in the jumble of a classroom and producing collage in official texts. Sliding learning, sliding mathematics in the classroom.