Advertisement

Educational Studies in Mathematics

, Volume 99, Issue 1, pp 73–87 | Cite as

Mathematics education in the neoliberal and corporate curriculum: the case of Brazilian agricultural high schools

  • Neila de Toledo e Toledo
  • Gelsa Knijnik
  • Paola Valero
Article

Abstract

The pedagogical principle learning by research guides the current curriculum in agricultural high schools in Brazil. A problematization of the principle shows how (1) it feeds into current neoliberal and corporate agendas in the education sector, and (2) it associates mathematical formalism and abstraction as necessary conditions for the production and use of biotechnology. Data consists of official national and institutional policy documents, as well as interviews conducted with nine former students, along with their school notebooks and tests. The theoretical and methodological framework draws on the work of Michel Foucault. It is argued that neoliberal market values are embedded in the mathematics education, through the articulation of abstract and formal reasoning with techno-scientific knowledge, for the purpose of competitive production. The learning by research principle shapes students’ subjectivities to desire becoming techno-scientificized individuals. The ethical question of the subordination of the value of mathematics education to a neoliberal, predominantly marketized logic is raised as a challenge to the role of mathematics in contemporary cultures.

Keywords

Mathematics education High school agricultural education courses Mathematics in agricultural education Mathematics education and subjectivation 

References

  1. Albuquerque, E. C. B. S. (2011). Um estudo de caso: A utilização de princípios da Modelagem Matemática como estratégia viabilizadora de um ambiente de aprendizagem mais significativo aos alunos. [A case study: The uses of the mathematics modeling as a strategy for a significant learning]. Dissertação (Mestrado em Educação Agrícola), Universidade Federal Rural do Rio de Janeiro, RJ, Brasil.Google Scholar
  2. Balsan, R. (2006). Impactos decorrentes da modernização da agricultura brasileira. [The current impact of modernization in Brazilian agriculture]. Revista de Geografia Agraria, Uberlândia, 1(2), 123–151.Google Scholar
  3. Banin, E. S. (2012). Narrativas e Crônicas das Práticas de Ensino da Escola Municipal Agrícola de Rio Claro (1986–2006). [Narratives and chronicles of the teaching practices at the agricultural municipal school of Rio Claro (1986–2006)]. Tese (Doutorado em Educação Matemática), Universidade Estadual Paulista Júlio de Mesquita Filho, Rio Claro, SP, Brasil.Google Scholar
  4. Bocasanta, D. M., & Knijnik, G. (2016). Dispositivo da tecnocientificidade e iniciação científica na educação básica [Dispositive of techno-scienficity and scientific education in primary schools]. Currículo sem Fronteiras, 16(1), 139–158.Google Scholar
  5. Brown, W. (2015). Undoing the demos: Neoliberalism’s stealth revolution. New York: Zone Books.Google Scholar
  6. Bryant, P., & Nunes, T. (2016). Learning and teaching mathematics: An international perspective. New York: Psychology Press.Google Scholar
  7. Buainain, A. M., Alves, E., Silveira, J. M., & Navarro, Z. (2014). O mundo rural no Brasil do século 21: a formação de um novo padrão agrário e agrícola [The rural world in Brazil of the 21st century: The formation of a new agrarian and agricultural pattern]. Brasília: Embrapa.Google Scholar
  8. Carter, L. (2015). Globalisation, neoliberalism and science education. In J. Zajda (Ed.), Second international handbook on globalisation, education and policy research (pp. 839–850). Dordrecht: Springer Netherlands.Google Scholar
  9. D’Ambrosio, U. (2011). Etnomatemática – elo entre as tradições e a modernidade [Ethnomathematics—a link between traditions and modernity]. Belo Horizonte: Autêntica.Google Scholar
  10. Deleuze, G. (1995). Negotiations (M. Joughin, Trans.). New York: Columbia University Press.Google Scholar
  11. Delgado, G. (2001). Expansão e modernização do setor agropecuário no pós-guerra: Um estudo da reflexão agrária [Expansion and modernization of the post-war agricultural sector: A study of agrarian reflection.]. Revista Estudos Avançados https://doi.org/10.1590/S0103-40142001000300013
  12. Foucault, M. (1980). Power/knowledge: selected interviews and other writings, 1972–1977. New York: Pantheon Books.Google Scholar
  13. Foucault, M. (2002a). Archaeology of knowledge. Hove: Psychology Press.Google Scholar
  14. Foucault, M. (2002b). The order of the things. Hove: Psychology Press.Google Scholar
  15. Foucault, M. (2012). Orders of discourse. Paris: Social Science Information.Google Scholar
  16. Foucault, M. (2014). On the government of the living: Lectures at the Collège de France 1979–1980 (M. Sennellart, Ed.). London: Palgrave Macmillan UK.Google Scholar
  17. Giongo, I. M., & Knijnik, G. (2016). School curriculum and different mathematics language games: A study at a Brazilian agricultural-technical school. In P. Ernest, B. Sriraman, & N. Ernest (Eds.), Critical mathematics education: Theory, praxis and reality (pp. 177–188). Charlotte: Information Age Publishing.Google Scholar
  18. Hacking, I. (2004). Historical ontology. Cambridge: Harvard University Press.Google Scholar
  19. Harlin, J. F., Roberts, T. G., Briers, G. E., Mowen, D. L., & Edgar, D. W. (2007). A longitudinal examination of teaching efficacy of agricultural science student teachers at four different institutions. Journal of Agricultural Education, 48, 78–90.  https://doi.org/10.5032/jae.2007.03078 CrossRefGoogle Scholar
  20. Hattge, M. D. (2014). Performatividade e inclusão no movimento “Todos pela educação” [Performativity and inclusion in the movement “all for education”]. Tese (Doutorado em Educação), Universidade do Vale do Rio dos Sinos, São Leopoldo, RS, Brasil.Google Scholar
  21. Instituto Federal de Educação Ciência e Tecnologia do Rio Grande do Sul. (2010). Projeto Pedagógico Institucional (PPI). [Federal Institute of Education, Science and Techonology of Rio Grande do Sul] Retrieved June 25, 2016, from http://www.ifrs.edu.br/site/midias/arquivos/201226102555931ppi_versao_final.pdf
  22. Jørgensen, K. M., & Largarcha-Martinez, C. (Eds.). (2014). Critical narrative inquiry: Storytelling, sustainability and power. New York: Nova Science Publishers.Google Scholar
  23. Latour, B. (1987). Science in action. Massachusetts: Harvard University Press.Google Scholar
  24. Nascimento, E. (2012). Matemática: Ferramenta interdisciplinar na construção da aprendizagem agrícola [Mathematics: interdisciplinary tool in the construction of agricultural learning]. Dissertação (Mestrado em Educação Agrícola), Universidade Federal Rural do Rio de Janeiro, RJ, Brasil.Google Scholar
  25. Organisation for Economic Co-operation and Development (OECD). (2017). OECD. Retrieved June 15, 2017, fromhttp://www.oecd.org/
  26. Pais, A. (2016). Mathematics education as a matter of economy. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 1–6). Singapore: Springer Singapore.  https://doi.org/10.1007/978-981-287-588-4_516 Google Scholar
  27. Parr, B. A., Edwards, M. C., & Leising, J. G. (2008). Does a curriculum integration intervention to improve the mathematics achievement of students diminish their acquisition of technical competence? An experimental study in agricultural mechanics. Journal of Agricultural Education, 49, 61–71.  https://doi.org/10.5032/jae.2008.01061 CrossRefGoogle Scholar
  28. Pizzolatti, I. J. (2004). Visão e conceito de agribusiness. [Vision and concept of agribusiness]. Retrieved June 8, 2016, from http://bis.sebrae.com.br/bis/conteudoPublicacao.zhtml?id=298
  29. Popkewitz, T. S. (2008). Cosmopolitanism and the age of school reform: Science, education, and making society by making the child. New York: Routledge.Google Scholar
  30. Popkewitz, T. S. (2012). Numbers in grids of intelligibility: Making sense of how educational truth is told. In L. Hugh, D. Harry, M. Young, M. Balarin, & L. John (Eds.), Educating for the knowledge economy? Critical perspectives (pp. 169–191). New York: Routledge.Google Scholar
  31. Revel, J. (2008). Dictionnaire Foucault. Paris: Ellipses.Google Scholar
  32. Silva, R. R. D. (2011). A constituição da docência no Ensino Médio no Brasil contemporâneo: uma analítica de governo [The constitution of teaching in secondary education in contemporary Brazil: An analytic of government]. Tese (Doutorado em Educação), Universidade do Vale do Rio dos Sinos, RS, Brasil.Google Scholar
  33. Springer, S., Birch, K., & Macleavy, J. (2017). The handbook of neoliberalism. New York: Routledge.Google Scholar
  34. Souza, D. M. X. B. (2015). Narrativas de uma professora de matemática: Uma construção de significados sobre avaliação [Narratives of a Mathematics Teacher: A construction of meanings about assessment]. Dissertação (Mestrado em Educação Matemática), Universidade Federal de Mato Grosso do Sul, MS, Brasil.Google Scholar
  35. Stripling, C. T., & Roberts, T. G. (2012a). Florida preservice agricultural education teachers’ mathematics ability and efficacy. Journal of Agricultural Education, 53, 109–122.  https://doi.org/10.5032/jae.2012.01109 CrossRefGoogle Scholar
  36. Stripling, C. T., & Roberts, T. G. (2012b). Preservice agricultural education teachers’ mathematics ability. Journal of Agricultural Education, 53, 28–41.  https://doi.org/10.5032/jae.2012.03028 CrossRefGoogle Scholar
  37. Stripling, C. T., & Roberts, T. G. (2013). Investigating the effects of a math-enhanced agricultural teaching methods course. Journal of Agricultural Education, 54, 124–138.  https://doi.org/10.5032/jae.2013.01124 CrossRefGoogle Scholar
  38. Toledo, N. T. (2016). Educação matemática e a formação do técnico agrícola na década de 1980. [Mathematics education and the training of agricultural technicians in the 1980s]. In F. Wanderer & G. Knijnik (Eds.), Educação Matemática e Sociedade (pp. 151–174). São Paulo: Editora da Física (Coleção Contextos da Ciência).Google Scholar
  39. Toledo, N. T. (2017). Educação matemática e formação do técnico agrícola: Entre o “aprender pela pesquisa” e o “aprender a fazer fazendo” [Mathematics education and the training of the agricultural technician: Between “learning by research” and “learning to do by doing”]. Tese (Doutorado em Educação), Universidade do Vale do Rio dos Sinos, RS, Brasil.Google Scholar
  40. Valero, P. (2016). Mathematics for all, economic growth, and the making of the citizen-worker. In T. Popkewitz, J. Diaz, & C. Kirchgasler (Eds.), Political sociology and transnational educational studies: The styles of reason governing teaching, curriculum and teacher education. London: Routledge.Google Scholar
  41. Valero, P., & Knijnik, G. (2015). Governing the modern, neoliberal child through ICT research in mathematics education. For the Learning of Mathematics, 35(2), 36–39.Google Scholar
  42. Walkerdine, V. (1995). O raciocínio em tempos pós-modernos. [The reasoning in postmodern times]. Educação & Realidade. Porto Alegre, 20(2), 207–226.Google Scholar
  43. Walkerdine, V. (2004). Diferença, cognição e educação matemática. [Difference, congnition and mathematics education]. In F. Wanderer, G. Knijnik, & C. J. Oliveira (Eds.), Etnomatemática, currículo e formação de professores (pp. 109–123). Santa Cruz do Sul: Edunisc.Google Scholar
  44. Wanderer, F., & Knijnik, G. (2014). Processos avaliativos e/na educação matemática: Um estudo sobre o Programa Escola Ativa. [Evaluation processes and/in mathematics education: A study about the escola ativa program]. Revista Educação (PUCRS. Online).  https://doi.org/10.1590/S1517-97022013000100014
  45. Wells, T., & Anderson, R. G. (2015). Kentucky agricultural education teachers’ self-reported percentages of mathematics content within secondary agricultural education curricula. Journal of Agricultural Systems, Technology, and Management, 26, 14–28.Google Scholar
  46. Wilson, J., & Swyngedouw, E. (Eds.). (2014). The post-political and its discontents. Spaces of depoliticisation, spectres of radical politics. Edinburgh: Edinburgh University Press.Google Scholar
  47. Young, R. B., Edwards, M. C., & Leising, J. G. (2009). Does a math-enhanced curriculum and instructional approach diminish students’ attainment of teaching skills? A year-long experimental study in agricultural power and technology. Journal of Agricultural Education, 50, 116–126.  https://doi.org/10.5032/jae.2009.01116 CrossRefGoogle Scholar

Copyright information

© Springer Nature B.V. 2018

Authors and Affiliations

  1. 1.IFCRio do SulBrazil
  2. 2.UnisinosSão LeopoldoBrazil
  3. 3.Stockholm UniversityStockholmSweden

Personalised recommendations