UM OLHAR SOBRE OS DISCURSOS DO CAMPO NOS LIVROS DIDÁTICOS DE MATEMÁTICA DOS ANOS FINAIS DO ENSINO FUNDAMENTAL

Abstract

This research was developed at the Federal University of Mato Grosso do Sul - UFMS, in the Postgraduate Program in Mathematics Education - PPGEduMat of UFMS and aimed to describe and analyze the discourses about the field present in mathematics textbooks of the final years of the Elementary School approved by the PNLD of 2020. For that, the contributions of Foucauldian Discourse Analysis were used as a theoretical-methodological contribution, together with studies on curriculum in Mathematics Education, as we understand that curricula address specific types of desired training in curriculum materials, through discursive practices. Moving these theories, we describe and analyze the statements that make up field discourses in mathematics textbooks for the final years of Elementary School. These statements were constituted through regularities that referred to the discursive field. The statements constructed were: “Educating to be a sustainable student”; “Field productivity”; “Who inhabits the countryside: from the male producer to the female insurrection”; and “The Countryside: a place of possibilities”. The research concluded that, in the mathematics textbook, the field is linked to work and production spaces; the books present ways of educating students with a view to sustainability, as well as a biopolitics that reinforces this direction of student education to be sustainable citizens, without renouncing productivity. Still in the analyzed material, the man is the productive being and the woman, in general, appears in passive situations. Although most of the examples from the field are related to productivity and exploitation, there are some activities that present excellent contexts, such as agroecology, but they are still activities that aim at economic return.