Producing exclusion through knowledge: an analysis of the habitus of the Mathematic teacher
Abstract
This paper discusses the issue of exclusion through knowledge in mathematical education. It is based on the hypothesis that there is a close relationship between the production of this exclusion process and the constitution of mathematics both as a field of scientific knowledge and a field of knowledge to be taught. Both fields define a matrix, the habitus, in Bourdieu’s view, which on its turn supports a system of messages conveyed in the process of mathematics teaching and learning, constituting what has been called exclusion through knowledge. Based upon the study developed, the paper describes the configuration of the habitus of the mathematics teacher and the relationship between that habitus and the system of messages conveyed in the mathematics classroom. The habitus supported by what is rational and quantifiable, by the devaluation of the sensitive elements, expressively relates both to the collection code and the visible pedagogy formulated by Basil Bernstein, which are present in a particular mathematics curriculum. The elements indicated in the text are problematized with respect to the educational processes in the teaching of mathematics.
Key words: Mathematics, Exclusion through Knowledge, Habitus, Curriculum.Downloads
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