Abstract
This paper presents theoretical and practical articulations of a concluded doctoral research. Our goal is to promote discussions about mathematics teachers possibilities related to the ‘autonomy’, the ‘self care’ according to Michel Foucault (2010FOUCAULT, M. A hermenêutica do sujeito. 3 ed. São Paulo: WMF Martins Fontes, 2010. 506 p.). During the period of one year appropriating the method of cartography – mapping the human subjectivity – by weekly meetings with mathematics teachers of a public school in São Paulo state countryside, an intervention was made possible, which intends to map the force lines that circulated in this space of dialogue and, therefore, to discuss theirs process of subjectivation. Thus, we believe in the possibility of the concepts presented here producing new forms of visibilities at school, creating the possibility of establishing new ways of existence and possible spaces of freedom in the present.
Keywords:
Philosophy of Difference; Self-Care; Proceedings of Subjectivity; Mathematic Education
