Resumo

RIVAS, Pedro José. Math education as a factor of school desertion and social exclusion. La Revista Venezolana de Educación (Educere) [online]. 2005, vol.9, n.29, pp.165-170. ISSN 1316-4910.

The content of this dissertation was showcased in the First International Reflection Workshop on Education Tasks and the role of Social Marginalization, in October 2004 in Puerto Madryn, Chubut Province, Patagonia, Argentina. And it is a thought process that takes on a particular way of teaching and generating learning, observed as a constant in school praxis at the different levels in the Education System; especially in the first basic levels of the integral formation of the pupil, where he/she begins to develop for perpetuation on the continuum of the curriculum. This pedagogical conception of Math teaching, inspired by the positivist paradigm together with intuitional and traditional teaching practices, denies the constructionist potentiality of the student’s knowledge and disrespects the child’s rights through its impositive character and academic violence. This didactic subculture tends to weave a fabric of aversion and hate (in crescendo), towards mathematical knowledge in the curriculum. This will later result in one of the endogenous factors of academic underdevelopment, school desertion and social exclusion, as well as the simultaneous creation of a special form of social exclusion that promotes mathematic illiteracy; with epistemic consequences in the teenager and the adult that are detected in student prosecution, which I will call “academic segregation”, and that finds refuge in the humanistic and social studies where it is evaded and, paradoxically, keeps being reproduced.

Palavras-chave : mathematic education; school desertion; academic segregation; social exclusion.