Problematizing the use of the expressions "social responsibilities" and "implications for the classroom"

Abstract

In this essay, we present ways of theorizing from the theme "Social Responsibilities of Research in Mathematics Education: Implications for the classroom of Basic Education". Used discourse analysis in Foucault's perspective, to discuss the terms "social responsibility" and "implications for the classroom." It is argued that the terms mentioned moving speeches linked to welfare, charity, the need to pay a moral debt by inequality of knowledge involved in the relationship research professors or university-school, in the case of "social responsibility" and linked to immediate applicability in research and the culture of performativity, when referring to "implications for the classroom." It is suggested shifting the phrase "Social Responsibilities of Research in Mathematics Education: Implications for the classroom of Basic Education" to elaborate on some assumptions and some issues that can contribute to mathematics education and, above all, to rethink some investigative practices.