Abstracts Education

Dispositivo estatístico-educacional: uma quali-quantificação da educação matemática

by Paula Cristina Bacca

Abstract: When media and government discourses speak about Mathematics Education, statistics are usually one of the main parameters to stablish a practise as true or false. Supported by data leveraged from large-scale assessmentes (PISA, Saeb, Enem, etc.), but also in the words of students, teachers and specialists, statistics seem to be serving as a way of verifying a reality: Mathematics Education it´s awful. On the other hand, the discussions lead to the perspective that it is necessary to urgently improve the quality of teaching and learning, through the introduction of certain pedagogical perspectives considered ideal in contemporary times. This thesis describes the materiality of statistical-educacional discourses, at the same time seeks to problematize them in their unfolding with Mathematics Education, based on the thought of Michel Foucault. Thus, it shows the relation between Mathematics Education and educational statistics that permeates the will to know in this field of research. In order to do so, the archeogenealogical research mines the discourses of the media and the Revista Brasileira Estatística, presenting a reconfiguration of this relationship that was, in a certain way, determining knowledge that qualifies Mathematics Education, framing it in a scientificity that transposes, carries and creates visibilities ? catastrophism ? and possibilities ? salvacionism to be produced by new pedagogies and curriculums. These statisticized visibilities and possibilities materialize an action that makes the Mathematics Education discourse also statisticized, creating objects, truths and categories. Gradually, a statistical-educational dispositive was formed in Mathematics Education that placed statistics at the center of its strategies as a technology that entails actions through which Mathematics Education involves itself and the subjects who participate in it. In a similar way, little by little, the statistical-educational dispositive was being shifted to another type of experience with Education: where before we had the school´s capacity as a criterion to be verified, there is now also at the center of the techniques of this dispositive a link from the act of learning to the principles considered ideal by neoliberal regime of truth.