The Production of the (in) exclusion, curriculum and culture(s) in the mathematics classroom

The purpose of this article is to share the possibilities of reinventing an inclusive constitution path of social subjectivities in the mathematics classroom where learning and social exclusion coexist. This research stems from investigations conducted in mathematics classrooms where the (in)exclusion in participation of students is evident. From a sociopolitical perspective of mathematics education and arguments coming from the critical theory about the curriculum and Foucauldian studies in education, I propose to start with the analysis of the school mathematics inclusion story of two mathematics curriculum reforms. I question the possible meanings of systems of reasoning as historical practices that normalize and build cultural thesis about the (in)exclusion. I propose the cultural dimension in the mathematics classroom as a nodal concept in learning and teaching practices of mathematics to set up inclusive social subjectivities. Addressing these issues enables us to advance our understanding of why and how school mathematics can contribute to a more just society.