Investigative ways in the relations between (Mathematics) Education Language and Cultural Practices

Abstract

Ethnomathematics, as a precursor of studies focused on sociocultural issues within Mathematics Education(ME), has provoked a shift in the ways of thinking mathematical knowledge. As an effect of these movements understood by us as a counter-conduct initiated lines of escape which opened possibilities to think of ME from different lenses. In this sense, participants of the interinstitutional research group "Education, Language and Sociocultural Practices-PHALA" (Unicamp, USF, UFScar, UFRGS) have been developing research in this field for several years under various theoretical lenses. Therefore, our objective in this article is to discuss some of research effects in pedagogical perspective and in form and practice of thinking and elaborating academic research. Especially those inspired by wittgensteinian philosophical proposal of therapy, Derrida ́sdeconstruction and foucaultian archeogenealogy. The studied files allowed us to identify two aspects: the first refers to the recognition of legitimacy over the uniqueness of Mathematics, which is strongly questioned by this group that assumed the use of mathematics in a plural sense. Secondly, we identify transgressive and decolonial traces that emerge when research is practiced with these theoretical-methodological bets.