Vulnerabilidade escolar e aprendizagem da matemática: agenciamentos e liberdades substanciais

Abstract

From the theorizations of the Deleuzian philosophy, we derive an argument for the initial construction of the concept of school vulnerability, with respect to the teaching and learning of Mathematics in basic education. For this, in order to compose the conceptual construction, we consider two important constituents, namely: the socio-educational one and the school one. These constituents are related to substantial freedoms, citizenship, non-learning and social issues. In the Brazilian educational scenario, school vulnerability, in the school reality of Mathematics, is a problem to be faced by all those involved in the school learning process, both by teachers and parents, coordinators and support staff. It is convenient to look not only at the concepts but also at the reflection of the components of these concepts, since the cultural reality is multiple and rhizomatic; thus, the initial acquisitions of Mathematics will be discussed by means of the concepts of 'vulnerability', of 'learning the mathematical alphabet', 'mathematical literacy', 'numeracy', 'materacia', 'encounter', 'agency', of 'learning' and ‘reading’; also thinking about learning from Gilles Deleuze's perspective. Learning occurs, in fact, in the immanence of the encounter; therefore, 'reading' is understood as a territory which comprises Mathematics and the Portuguese Language, in addition to the other disciplines, establishing between them a rhizomatic link; and, to conclude, escape lines are proposed as flows and cuts, for future deterritorializations and, consequently, reterritorializations. We issue signs, articulating curricular basis and theoretical basis, considering the teaching and learning of Mathematics, which can contribute to the holistic formation of the subjects through encounter. Thus, this work is constituted by a qualitative, philosophical, bibliographic, documentary and cartographic methodology.