políticas da cognição em educação matemática

que políticas? que cognição? que in-fâncias?

Abstract

This article discusses the concept of politics of cognition at the interface between psychology, mathematics education, and childhood. Therefore, we operate with the following questions: when we speak of politics of cognition, which politics? Which cognition? Which childhood? The idea of cognitive politics is forged within the scope of Virginia Kastrup's work and responds, initially, to a problem posed within Cognitive Psychology: it is about accounting for new ways of knowing and how these new ways of knowing imply new types of relationship with learning and with knowledge itself. In recent years, the notion of cognitive politics has been gaining ground in mathematics education research, so that the general problematic of the relationship with knowledge takes on singular contours to show and speak of the relationships we establish with mathematical knowledge and with childhood. Therefore, we problematize how models that thematize cognition and learning in the field of mathematics education – specifically the Theory of Conceptual Fields and the Model of Semantic Fields – operate a politics of recognition that submits childhood, children, and their learning to logics of normalization through the search for invariants or privileged cultural meanings and to a dogmatic image of thought. Such problematization leads us to discuss a becoming-child of mathematics and to think of mathematics as a radical human production.