Mathematics Education and Sustainable Development: ideas to speed up the end of the world?
DOI:
10.37001/remat25269062v21id516Abstract
This paper problematizes the ways in which mathematics education, as a field of research, has been active in the construction and implementation of curricula oriented towards and for sustainable development. It will illustrate the ways in which the field has become part of this global movement. In addition, what has come to be understood by sustainable development will also be explored. The proceedings of the forty-sixth meeting of the Psychology of Mathematics Education will be the objects analyzed here. The theorizations used in the analytical process take the Foucauldian notion of problematization. The conclusions move towards an exercise in questioning the little-present problematization of the notion of sustainable development in the face of humanity's fateful problems, a movement that can also be observed in the ways in which mathematics education has been involved in this modern call.
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