Gender relations, teaching and Mathematics

Abstract

Mathematics is an area marked by rigidity in Mathematics Education, as a field of knowledge. In the midst of a patriarchal and sexist society, naturalizations such as supposed male superiority result in the framing of roles traditionally linked to the feminine and masculine and in the invisibility of dissident bodies of cis-hetero-normativity, in the face of knowledge and mathematical competence. Using concepts such as discourse, recognition, framing, among others, we intend to think about which bodies weigh heavily in the mathematical educational field, in what ways they are recognized and the power relations that contribute to these movements continuing to prosper. To this end, we present some scenes highlighted in the transcription of the dialogues established in a focus group, originating from the excerpt of a research that sought to understand how gender relations occur in the training of mathematics teachers. The scenes presented here equip us to recognize that cis-male bodies weigh more in this space.