Aprender enquanto travessia: entre banalidades e formações e matemáticas e línguas e peles e escritas... uma vida

Abstract

The present thesis happens in the composition between banalities, formations, mathematics, languages, writings and life. It seeks to exercise how to operate with education, mathematics education and with teacher training, so that the focus is on the movements produced in the classrooms, on learning while crossing, on formative and existential production, on the sense of existing. Mathematical education is represented, in this thesis, while developments for beyond and in addition to teaching and learning mathematical contents. Mathematics comes as a line of learning. With this thesis, it is suspicious of a language, skin and learning that are naturalized. And so, being packed with the invention of a language that rests on banalities, which insists on banalities and with them, a training of teachers who teach mathematics while crossing is invented and exercised. It is questioned: what happens when banalities are brought to the discussion in teacher training and in mathematics education? What lines plot learning while crossing in banalities of life? It bes on the composition of texts that problematize the mathematics classroom, the teacher training and the life of a teacher, making it work in the operation of a writing that puts itself in the middle, which exposes and disposes itself in texts that are in the between of two writing movements: "Diary of banalities" and "Learn while crossing", producing in a policy of narrativity that has ethical, aesthetic and political implications in the modes of doing research. This policy of narrativity is, mainly, taken with Deleuze and Nietzsche. With these authors, it has the constitution of the notion of thought as a force of affirmation of life. So, what forces us to think is the own life