This paper aims at discussing intricate games of intentionalities and tensions, which are forged on numeracy practices (but also forge them) in Adult Education. We focus on the games that constitute efforts of using adult students’ labor practices. These games position those adults sometimes as workers that go to school, sometimes as students that work. Our analysis is carried on an empirical produced by accompanying two Adult Education groups in their mathematic classes during three semesters. Those groups were attending the middle school for adults in a public school. This analysis highlights discourses from several ideological and pedagogical frames and motivations, sometimes in conflict. By identifying discursive formations in the adult mathematic classrooms and by putting in evidence their benchmarks and regulatory plots, this study aims at contributing for understanding those numeracy practices as pedagogical instances for inclusion and emancipation.
Numeracy Practices; Youth and Adult Education; Education and Work; Discursive Practices; Ethnomathematics
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