In the folds of the math teacher education practice’s: a rigor’s anthropophagic narrative exercise

Abstract

The objective of this paper is to provide the reader a meeting with a fictional situation composed in the shape of intermezzo, that is, improvised interval between two musical pieces. Through a cut-off in an unfolding of the so-called Russell's paradox, the intention is to get the reader to dismantle himself between the lines of this crooked and dissonant musical piece, in order to compose with it his/her own interpretations about the mathematics teacher training math, as well as all the ramifications that this theme can unfold. A meeting with fingers, trying to capture notes at the infinite speed of an ever-unfinished work. A dip in tangled lines, vibrating notes, wish-seekers, always lurking for escape lines.