Work

Curriculum silences: a post-critical analysis of the IFNMG Mathematics degree program

Year: 2025

Type: article

Abstract: This paper presents an excerpt from ongoing doctoral research in the field of Mathematics teaching. The study aims to investigate how issues of diversity and social problems are represented and negotiated in the curriculum of the Mathematics degree course at the Federal Institute of Northern Minas Gerais, Salinas campus, using post-critical curriculum theories as a reference. The methodology adopted was content analysis, applied to the curriculum document, with the data interpreted in the light of curriculum theory. The results show limitations in textual organization, a superficial approach to diversity and social issues, and a silencing of gender asymmetries in the context of Mathematics.

Source: Educação Matemática Debate

DOI: 10.46551/emd.v9n18a03

Authors: Dione Alves de Almeida, Harryson Lessa Junio Gonçalves

Institution: Universidade Estadual Paulista (Unesp)

Language: English

Topic: Gender, Sexuality, and Education

Subfield: Gender Studies

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Gender equality

Open Access status: diamond

OpenAlex ID: W4413445909

FWCI:

Cites: 9

Cited by:

Related to: 10