Posthumanism and mathematics education: incursions and challenges of history in the anthropocene era

Authors

DOI:

https://doi.org/10.5007/1981-1322.2024.e97591

Keywords:

Post-Humanism, Mathematics Education, Historiography

Abstract

In this paper we seek to affirm critical Posthumanism as a powerful possibility for the historiographical approach to/in Mathematics Education. To this end, we mobilized texts from authors who align with the perspective worked by Karen Barad in order to explain some of the lines that have guided our questions in research in the History of Mathematics Education. This is a theoretical exercise that points to the challenge of historiography in considering a historical time in terms other than developmental processes, but diffractive ones, in radically decentering humans and positioning our actions in multispecies entanglements and in the configuration of multiple times. Above all, it points to a philosophy of history that gives up the generalizing conceptual singularity of theories with their (geo)political effects and sets out to “stay with the problem”, figuring out ways of inhabiting the world (or its ruins) in an open and diverse way.

Author Biographies

Heloisa da Silva, Universidade Estadual Paulista (Unesp)

Professora associada do departamento de Matemática do Instituto de Geociências e Ciências Exatas, na Universidade Estadual Paulista "Júlio de Mesquita Filho" - IGCE/UNESP, campus de Rio Claro, desde 2010, atuando no Programa de Pós-graduação em Educação Matemática desse instituto. Licenciada em Matemática pelo IGCE/ Unesp, Rio Claro (1996), possui Especialização em Ensino e Aprendizagem da Matemática (1998), Mestrado (2000), Doutorado (2007) e Livre-docência (2024) em Educação Matemática pela Unesp, Rio Claro. Possui Pós-doutorado em estudos decoloniais e filosofia pós-humanista na School of Education, University of Cape Town - África do Sul (2020). É uma das líderes do Grupo de Pesquisa História Oral e Educação Matemática (www.ghoem.org), investiga e discute de forma interdisciplinar os temas: História da Educação Matemática; História Oral; Formação de Professores de Matemática; e Filosofia e Educação Matemática. Orienta pesquisas de Iniciação Científica, Mestrado e Doutorado. Atualmente, é coordenadora do Programa de Pós-graduação em Educação Matemática - IGCE /Unesp e do Programa Residência Pedagógica da Licenciatura em Matemática desta instituição. É mãe solo da Ana e do Claudio (10 anos).

Luzia Aparecida de Souza, Federal University of Mato Grosso do Sul

Francisco's mother since 2013. She has a degree in Mathematics from Universidade Estadual Paulista Júlio de Mesquita Filho (2003), master's and doctorate in Mathematics Education from Universidade Estadual Paulista, Rio Claro campus. She completed her Post-Doctorate at the School of Education at the University of Cape Town (Southern Africa) from August 2019 to July 2020. She is coordinator of the History of Mathematics Education in Research Group and member of the Oral History and Mathematics Education Group - GHOEM . She is a professor associated with the Mathematics Institute and works as a professor for the Postgraduate Program in Mathematics Education at UFMS, Campo Grande campus. He works with research in Mathematics Education, mainly on the following themes: History and Philosophy of Mathematics Education, Narratives and Oral History.

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Published

2024-07-31

Issue

2024: Edição Especial: Antropologias e Educações Matemáticas: diálogos (im)pertinentes

Section

Edição Especial: Antropologias e Educações Matemáticas: diálogos (im)pertinentes

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Copyright (c) 2024 Heloisa da Silva, Luzia

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