Práticas de numeramento como práticas discursivas: desdobramentos dos estudos do letramento na educação matemática

Abstract

The purpose of this text is to discuss how Brazilian studies operating with the concept of numeracy assume themselves as developments of the analytical and pedagogical perspective that Magda Soares confers on the concept of literacy. These studies focus on people with little or no schooling or social groups that have recently entered the Brazilian educational project appropriating discursive practices of hegemonic mathematics and, in this appropriation, showing their estrangement from school knowledge and rites. The studies’ theoretical basis, their methodological options, their analytical paths and indications for the pedagogical practices highlight the contributions of Magda’s conceptual elaborations and didactic proposals and the marks of her political commitment with the democratization and the quality of Education. Also reflecting the methodological contributions of the researcher Magda Soares, the discussion proposed here is confronted with three numeracy events, in which elderly literacy students, a child in a non-school context and indigenous teachers in training, leading mathematical practices, appropriate literacy practices.