Perezhivanie in math classes: gender, race and science

Abstract

The present narrative can be much more of a narrative essay. Essay because it seeks from the essayistic style to elaborate certain theoretical formulations on the production of narratives, and narrative, since it takes a story as its means of transmission. Narrating is much more than describing, it is positioning the particularity in its dialectical relationship with the universality of the scenario (LUKÁCS, 1965), in which the characters that emerge from history, whether imaginary or real, must incorporate certain fundamental human relations and characteristics. It is in this sense that this narrative essay seeks to constitute its real characters from an experience involving race, gender and mathematical science. There will be three scenarios diachronicly separated and synchronously interconnected: cinema at school, research and the Mathematics Fair. Vygotsky's historical-cultural theory developed in the latter around the category of Perezhivanie as an instrument of analysis of the narrative, which can be translated as experience. In short, we defend narrative research as an investigation on the frontiers between art and science, therefore, our method that we seek to expose must be understood as an aesthetic-scientific method of narrative research.