How can the philosophy of difference and contemporary art be useful to the formation of mathematics teachers?

Abstract

The purpose of this paper is to explore the functioning of some devices
of this contemporaneity, both philosophical and artistic, that can move a
curriculum of the undergraduate course in mathematics, contributing to teacher
education in this field. It starts with a set of questions: Which assemblages is
Mathematics education able to build in this contemporary world? Which relations are produced in such arrangements of things, ideas and people? How
do they work and link themselves in the multiple languages that they gather?
What do they produce in this combination? The construction of replicas for such
matters is fed by data produced during the teaching practice with eleven
trainees of the mentioned course in regard to the construction, development and
evaluation of teaching and learning projects in public schools.