GOVERNING THE SUBJECTS OF YOUTH AND ADULT EDUCATION: DIRCURSIVE REVERERATIONS IN DIFFICULT RELATIONS BETWEEN MATHEMATICAL KNOWLEDGES

Abstract

This article is result of discussion held by group of Foucaultian Studies at Universidade São Francisco. Some examples focused have already been part of papers presented at national and international conferences. They are taken as provocation for some thoughts anchored in certain episodes related to math classes for students of Youth and Adults Education. In these classes, often we are faced with the belief that the use of knowledge from non-school practices, particularly those practices related to financial matters or sale, would facilitate learning. The proposal aims to deconstruct this problematic belief, which we believe it is an attempt of school´s practices activities homogenization that, entering school, they are strengthened by being legitimized as a disciplinary discourse established from a given teaching experience, which often tends to disregard the other rationalities brought by students. For this, we take as central point of our discussion some aspects of the legislation that constitute the normative space of Youth and Adult Education, i.e., a governmentalised space, and then we discuss an episode that occurred in a math class in the Youth and Adult Education.