Abstract
In this work, we analyzed Mathematics from the Frankfurt School critical society theory having surrealism as reference. We emphasize that education and critical theory have already been studied in many works, including in mathematics education: for example, Adorno (2012ADORNO, T. W. Educação após Auschwitz. In: ADORNO, T. W. Educação e Emancipação. São Paulo: Paz e Terra, 2012. p. 119-138.), Pucci, Zuin and Ramos-de-Oliveira (2004PUCCI, B.; ZUIN, A. A. S.; RAMOS-DE-OLIVEIRA, N. (Org). Ensaios Frankfurtianos. São Paulo: Cortez, 2004.) and Skovsmose (2015SKOVSMOSE, O. Educação Matemática Crítica: a questão da democracia. São Paulo: Papirus, 2015.). Surrealism emerges as a vanguard movement built on artistic, intellectual, and political issues, which revolutionary ideas are against any totalizing imposition that implies thought formatting. Our approach, therefore, is an attempt to open the thought possibilities in mathematics, in the direction of the points listed by Miguel (2016MIGUEL, A. Entre Jogos de Luzes e de Sombras: uma agenda contemporânea para a educação matemática brasileira. Perspectivas da Educação Matemática, Campo Grande, v. 9, n. 20, p. 323-365,2016.) for a contemporary agenda of the Brazilian mathematical education. Rethinking the political role of mathematics and, consequently, mathematical education is urgent and there is nothing more significant than resorting to the Frankfurt School and surrealism, that is, to those who lived and wrote from totalitarian experiences.
Keywords:
Mathematics; Education; Critical theory; Psychoanalysis; Surrealism