Os intelectuais, o poder e a educação matemática: sedimentos em monumentos de pedra de nós mesmos

Abstract

This text aims to problematize ourselves as mathematics educators. By making an interested using of Michel Foucault’s work, we promote a discussion regarding his potential in the History of Mathematical Education’s field, especially in the study of the historical processes of constitution and consolidation of Mathematics Education in the scientific-academic scenario. With fragments of narratives obtained with the aid of Hemera’s computational system, available in the research group’s website História Oral e Educação Matemática(GHOEM), we approach procedures that allow us generating and managing new ways of “existing” for the mathematics educator -the subjective position authorized to divulge and legitimize this type of knowledge –, such as the institutionalization and professionalization of research and the establishment of communication networks. Lastly, we hope that this text might contribute with issues and approaches to the History of Mathematics Education.