August 10, 2025Open Access

Curriculum silences: a post-critical analysis of the IFNMG Mathematics degree program

DADione Alves de AlmeidaUniversidade Estadual Paulista (Unesp)HGHarryson Júnio Lessa GonçalvesUniversidade Estadual Paulista (Unesp)

Key Points

Limitations in the curriculum show a lack of depth in addressing important social issues, including diversity and gender asymmetries.
Findings indicate a superficial handling of diversity, which affects students' engagement with important societal themes.
Using content analysis, the study examines the curriculum of the Mathematics degree to reveal hidden biases and silences.
The analysis highlights the need for curriculum reforms to better represent social issues and promote inclusivity in mathematics education.

Abstract

This paper presents an excerpt from ongoing doctoral research in the field of Mathematics teaching. The study aims to investigate how issues of diversity and social problems are represented and negotiated in the curriculum of the Mathematics degree course at the Federal Institute of Northern Minas Gerais, Salinas campus, using post-critical curriculum theories as a reference. The methodology adopted was content analysis, applied to the curriculum document, with the data interpreted in the light of curriculum theory. The results show limitations in textual organization, a superficial approach to diversity and social issues, and a silencing of gender asymmetries in the context of Mathematics.

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Cite This Study

Almeida et al. (Sun,) studied this question.

synapsesocial.com/papers/68af59d2ad7bf08b1eade1c3 https://doi.org/https://doi.org/10.46551/emd.v9n18a03

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