Decorar a tabuada: produção de sujeitos dóceis

Abstract

This article aims to problematize the usual school practice of memorizing the tables as part of the recognition policies present in school curriculum, looking for other ways of looking at learning and teaching mathematicS. We approach the Philosophy of Difference to discuss multiplying as an event that allows practices and tactics to resist recognitive curricular policies, understood as a possibility of fighting the production of docile bodies. For this, we approached the concept of the autonomy of the subject, in the perspective of Michel Foucault, because we understand that the autonomous subject tensions the school-machine-of-the-state as a productive space.