Os corpos delas e suas marcas: o narrar de professoras-pesquisadoras-mulheres(negras)

Tatiane da Silva Alves; Thays Alves de Oliveira

doi:10.33361/RPQ.2025.v.13.n.37.1371

Authors

Tatiane da Silva Alves Federal University of Mato Grosso do Sul https://orcid.org/0000-0001-9295-1791
Thays Alves de Oliveira Federal University of Mato Grosso do Sul https://orcid.org/0000-0003-3744-6324

DOI:

https://doi.org/10.33361/RPQ.2025.v.13.n.37.1371

Keywords:

Política de Escrita, Perspectivismo, Epistemologia Outras, Interseccionalidade, Educação Matemática

Abstract

This article proposes a cartographic exercise that seeks movements, deviations, powers, and fissures that emerge in the authors’ narratives as other spaces for (re)thinking research and teacher training in mathematics (education). Through experiences and experiences marked by class, gender, and race inequalities, the claims of neutrality of mathematical knowledge are put into tension. Inspired by Intersectionality, decolonial epistemologies, and a politics of narrative, the authors perform an embodied critique of hegemonic rationality, evoking affections, stories, and corporealities. Based on perspectivism, they understand knowledge as relational and situated and based on the concept of a body without organs, they reveal the desire to escape the normative and standardized captures of our society. Equivocality is welcomed as a creative power. Research is an act of resistance and writing is an insurgent gesture, where thought emerges from the insubordinate folds of the lived experience and opens up other paths as ways of (re)existing.

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Author Biographies

Tatiane da Silva Alves, Federal University of Mato Grosso do Sul

PhD student in Mathematics Education at the Graduate Program in Mathematics Education (PPGEduMat) at the Federal University of Mato Grosso do Sul (UFMS). Holds a Master’s degree in Science and Mathematics Teaching (PPGECMat) from the Federal University of Grande Dourados (UFGD). Specialized in Special Education/Inclusive Education/Multiple Disabilities. Earned a Bachelor's degree in Mathematics Teaching from the Federal University of Grande Dourados – UFGD (2021). Currently a CAPES scholarship holder during the PhD program, previously held a CAPES scholarship during the master’s program from 2022 to 2024, as well as for the Mathematics subproject of the Pedagogical Residency Program (PRP/UFGD) from 2020 to 2022. Served as Associate Editor of the Tangram Journal of Mathematics Educationfrom 2022 to 2024. Was a student representative on the Board of FACET–UFGD from 2022 to 2023. Member of the Events and Publications Committee and the Internationalization Committee of PPGEduMat–UFMS. Member of the Research Group History of Mathematics Education in Research (HEMEP). Her interests include topics such as: Posthumanism, Oral History, Rhizomatic Cartography, Philosophy and Mathematics Education, Indigenous Education, and Narratives.

Thays Alves de Oliveira, Federal University of Mato Grosso do Sul

She is currently a PhD student in Mathematics Education at the Graduate Program in Mathematics Education at the Federal University of Mato Grosso do Sul (PPGEduMat/UFMS). She holds a Master's degree in Mathematics Education from the same program (2024) and a Bachelor's degree in Mathematics Teaching from the Federal University of Mato Grosso do Sul (2021). She was a scholarship holder of both the Institutional Program for Teaching Initiation Scholarships (PIBID) and the Pedagogical Residency Program, both in Mathematics. She is currently a member of the research groups NIEMS – Research Center on Mathematics Education and Society, and FAEM – Teacher Education, Assessment, and Mathematics Education, both affiliated with the Graduate Program in Mathematics Education at the Federal University of Mato Grosso do Sul. Her research focuses on the formation processes of Black women teachers, particularly Racial Issues in Mathematics Education. Her interests include the following topics: Teacher Education; Racial Issues; Social and Political Issues; Gender Debates; Blackness; Identity; Black Feminism; and Intersectionality.

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