Da docência agenciada pelo ensino remoto: movimentos de uma matemática menor

Abstract

This dissertation presents movements of thought around minor mathematics amidst the pandemic times that forced the closing of schools and adoption of remote teaching. The main objective of this research was: problematize teaching and learning in the curricular field of mathematics by analyzing the production of teaching promoted by remote education in pandemic times, in order to think about other mathematics. Data production took place through documental analysis of math skills in the final years of Elementary School, a survey about the life of communities in the urban peripheries during the pandemic, with information obtained from the families of students in a public school where I worked as a math educator in 2020, and an online questionnaire answered by teachers who work in schools in the campanha gaúcha region. The absence of public policies on health, work, education, among other rights denied to urban peripheries populations, becomes even more evident in the pandemic. Serving neoliberal demands, teaching and learning take on the sense of recognizing skills and abilities. Movement that suspends minor mathematics, mathematics to come, to be forged as a war machine in adhesion to other forces, those that emanate from existences in the peripheries and by which daily strategies are invented to survive in the midst of chaos.