High School Mathematics Textbooks: an intersectional analysis of the identities represented in financial mathematics

Abstract

This paper aims to discuss and problematize the visual representations in images in high school mathematics textbooks approved by the (Brazilian) National Textbook Program 2021, specifically in the chapters on Financial Mathematics. The theoretical approach is based on the concepts of representation and identity, with the aim of analyzing how vulnerable or historically invisible social groups are represented in the images of these materials. The research uses a qualitative approach, based on an intersectional analysis of the images in the books. The results evidence the predominance of representations of white, thin, young and apparently non-disabled people, reinforcing stereotypes and social norms. In addition, the analysis highlights the invisibility of other identities, such as black people, LGBTQIAPN+ people, indigenous people, people with disabilities and elderly people. The presence of black people, when it does occur, is often in contexts of servitude or in a superficial way, without an in-depth debate on diversity and inclusion. The research concludes that the lack of representation in textbooks perpetuates social exclusion and limits the possibilities for students to identify with the material. The study highlights the importance of an intersectional approach in the analysis of teaching materials and the need to include the diversity of identities in order to promote a more inclusive and equitable education.