(Dis)placements in the conduction of early grade mathematics teachers in PNAIC

Abstract

This paper problematizes the constitution of teachers to teach mathematics in the early grades by considering a government policy – the National Pact for Literacy at the Right Age (PNAIC). For theoretical discussions, we considered Foucauldian studies, particularly the concepts of discourse, games of truth and government (conduction of conducts). The material consists of PNAIC Handbooks for Mathematical Literacy, comprehending Handbook 1 - Organization of the Pedagogical Work. From this material, the following groups of analysis have emerged: ‘instructions for teachers to guide the students, the classroom activities and records’; ‘pedagogical guidelines from the students’ experiences’; and ‘consideration of games, play and use of manipulable material to teach mathematics’. By examining the guidelines/instructions proposed in the PNAIC handbook, we can point out that, like many other handbooks for ‘good education’, they reaffirm sayings and actions that mathematics teachers should follow in order to attain their goals.