The Production of the Subject with High Abilities in Mathematics and School Inclusion in Contemporary Education

Abstract Understanding high abilities in Mathematics as practices that amidst power-knowledge relations identify, compare, and classify the student-subjects as persons with high abilities, this article aims to discuss how power-language games produce these subject-forms in contemporary school. Our analytical-conceptual production was based on the thoughts of M. Foucault and related authors in relation to language, discursive practices, power relations, and forms of government. Following these studies, the inclusive educational policy is analyzed, emphasizing its effects on how conducts and performances are handled in the context of neoliberalism, as well as its effects on contemporary school in Brazil. Thus, high abilities constitute no mere update of nomenclature or adjustment of vocabulary, but refer to a game of power and classification that produces, in the school space, the student-subject with high abilities based on norms, processes, and purposes related to behavior and performance.摘要 本文将数学高能力理解为一种在权力-知识关系中识别、比较并将学生主体归类为高能力人群的实践，旨在探讨权力-语言游戏如何在当代学校中催生此类主体形态。我们的分析-概念研究基于米歇尔·福柯（Michel Foucault）及相关学者关于语言、话语实践、权力关系与治理形式的理论。基于上述研究，本文对包容性教育政策展开分析，着重探讨其在新自由主义语境下对行为与表现管控方式的影响，以及对巴西当代学校的作用。据此，数学高能力绝非仅是命名体系的更新或词汇的调整，实则指向一种权力与分类的游戏——该游戏在学校场域中，依托与行为及表现相关的规范、流程与目标，塑造出具备高能力的学生主体。