Didática da matemática e domesticação da escola

Abstract

Fundamentally, the research in Didactics of Mathematics is concerned with how the evaluation mechanisms of educational aspects that consider teaching, learning and evaluation processes of scholarly mathematics are constituted. This article aims to discuss how these mechanisms, if undertaken carelessly, could operate as school domestication devices: a series of tactics and strategies that aim to eliminate, restrict, coerce, neutralize or control the scholastic environment, thereby causing it to deviate from its previously assigned sense of “free time”. Lastly, this article will analyse a case regarding the teaching of functions in a ninth grade elementary school class, with the aim of raising other questions and perspectives for the Didactics of Mathematics.