Quebrando a neutralidade política: o compromisso crítico entre a educação e a democracia

Abstract

The relation between mathematics education and democracy can be given at least three different interpretations. The intrinsic resonance thesis supports the idea that the nature of mathematics and mathematics education matches democratic aims, since both are connected to technological, scientific and social development. In contrast to this, the dissonance thesis endorses the idea that mathematics and mathematics education fulfil a negative function in society. Their power has exceeded the human capacity to control its own inventions. Alternatively, the critical relationship thesis advocates a dialectical understanding of the connection between mathematics, mathematics education and democracy, in the social, cultural, economic and political context where it takes place. The adoption of this critical relationship thesis is the basis for the suggestion of an alternative research agenda that brings to the centre a concern for democracy in mathematics education.