Gender, Discourse, and Teaching in Mathematics in Higher Education: A Look at the North of Minas Gerais

Abstract This article seeks to problematize the formation and performance of Mathematics teachers in Higher Education in North Minas Gerais, considering the State University of Montes Claros (Unimontes) and the Federal Institute of Northern Minas Gerais (IFNMG) as a research locus. Five teachers who teach Mathematics subjects in the Mathematics Degree courses at these institutions were interviewed. Among them, two are located in Unimontes, and three in the IFNMG. For our study, we mobilized the Oral History methodology, using an interview script that allowed us to hear, know, and deepen in the teachers' life stories, revealing their knowledge and practices, as well as how these were and are permeated for gender relations. We emphasize that, in a recurring way, we heard in the teachers' narratives that the naturalistic and Cartesian discourses, the social and sexual division of work and the masculine habitus of Mathematics were and continue to be the challenges they encounter to maintain themselves and progress in their careers, since they were established, asymmetrically, according to the mold of the macho, patriarchal, and androcentric culture that permeates the sphere of knowledge.

摘要 本文旨在对北米纳斯吉拉斯州高等教育数学教师的职业塑造与履职表现进行问题化探讨，将蒙蒂斯克拉鲁斯州立大学（State University of Montes Claros，简称Unimontes）与北米纳斯吉拉斯联邦理工学院（Federal Institute of Northern Minas Gerais，简称IFNMG）设为研究场域。本研究对上述两所院校数学本科专业的5名数学授课教师开展了访谈，其中2名教师任职于Unimontes，剩余3名任职于IFNMG。

本次研究采用口述史学方法（Oral History Methodology），依托预设访谈提纲，深入倾听并挖掘教师的人生故事，以此揭示其专业知识与教学实践，以及这些内容如何始终受性别关系的渗透与影响。

研究团队着重指出，在教师的叙事中反复出现的共性表述为：自然主义与笛卡尔式话语、社会与性别劳动分工，以及数学领域的男性惯习，始终是教师们在职业生涯中维持自身地位并实现发展的核心挑战。这是由于知识生产领域长期以来依照大男子主义、父权制与男性中心主义的刻板模式，完成了不对称的体系构建。