Temas que provocam, contextos que inspiram, éticas que desestabilizam: um exercício de abordagem cultural no currículo da educação matemática a partir da produção acadêmica nacional

Abstract

This thesis examines how contemporary themes have been incorporated into secondary-level Mathematics Education and how they operate curricularly in the production of world projects, cultural tensions, and processes of subjectivation. Grounded in post-critical curriculum theories, the study conceives the curriculum as a cultural practice and a symbolic field of dispute, engaging with authors such as Silva, Macedo, Paraíso, and Maknamara. Adopting a multipaper format, the thesis is organized into four analytically interconnected articles. The first article establishes a post-critical theoretical framework for analyzing contemporary themes in the Mathematics curriculum, drawing on contributions from Foucault, Williams, Hall, and Goodson, as well as Brazilian scholarship in curriculum studies. The second article presents an interpretive mapping of Brazilian academic production on Computational Thinking in the Mathematics curriculum between 2012 and 2025, based on the SPIDER protocol and lexical analysis procedures conducted using the IRaMuTeQ software, examining its curricular effects on educational objectives, legitimized knowledge, pedagogical practices, values, and attitudes. The third article analyzes studies that articulate school Mathematics, curriculum, and Rural Education, treating this context as a privileged analytical lens for examining disputes over the legitimacy of knowledge, territory, and forms of belonging produced by the Mathematics curriculum. The fourth article investigates homosexuality as a contemporary theme shaped by selective regimes of visibility within the Mathematics curriculum, examining discursive displacements, silences, and their formative effects in secondary education. The analyses demonstrate that contemporary themes function as curricular devices that provoke meanings, inspire reorganizations of knowledge, and destabilize naturalized formative ethics. The findings indicate that the Mathematics curriculum operates as a political, ethical, and cultural text through which knowledge is selected and legitimized, pedagogical practices are organized, and subjectivities are produced. The thesis concludes that Mathematics Education can be understood as a public and formative language capable of articulating science and experience, technique and sensitivity, reaffirming the school as a territory of creation, dispute, and epistemic justice.