School practices (not) discipline : tension between discrete and continuous in the perspective of difference of philosophy

• Grant number: 16/08131-5
• Support Opportunities: Regular Research Grants
• Start date: November 01, 2016
• End date: October 31, 2018
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Alexandrina Monteiro
• Grantee: Alexandrina Monteiro
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

This work aims to discuss how the mathematical knowledge mobilized by Deleuze in some of his works, may potentialize forms of conceiving mathematics and teaching practices from the perspective of difference. With this we intend to approach and broaden the discussions on the proposals centered in the organization (not) discipline of school knowledge as discussed by Miguel Vilela, Moura (2010) and Miguel (2010, 2014.2015). For that we will take as thematic focus of this analysis of the relationship between discreet and continuous, and we propose the following research questions: how mathematical ideas, especially those related to the tension discrete-continuous, are mobilized in some of the works of Deleuze? Faced with the Deleuzian way of thinking knowledge of science and mathematics, which meanings can be produced in the field of school mathematics? What effect this process can have on teaching practices? It is expected that the analysis of the works of Deleuze (2009, 2012) focused on relationship between discreet and continuous, linked to the discussions of this subject in the field of history of mathematics and mathematics education generate elements that allow us to propose, although in disciplinary way, problematizations spaces and debates on cultural practices (not) discipline addressing the theme of this research. We understand that this movement can contribute to the education (mathematics and pedagogical) of teachers and future teachers of mathematics. (AU)