Why learn mathematics? Forming responsible citizens for problem solving

Abstract

This article addresses the concept of citizenship from the context of mathematics education. It problematizes both the conversion of mathematics education into tools for solving problems in all spheres of private life and the fading of the political and educational field of citizenship fostered by mathematical knowledge. For this purpose, 40 documents published by United Nations Educational, Scientific and Cultural Organization [UNESCO] and 14 Brazilian curriculum guidance documents, published between 1996 and 2018, were analyzed. As a theoretical-methodological tool, the concept of metamorphosis, by Ullrich Beck, was used. To problematize the recurrence of the prescription of problem solving and citizenship associated with individual accountability, Tomaz Popkewitz’s concept of the unfinished cosmopolitan was used. Regardless of content learning and mathematics education, the documents encourage the development of skills needed by citizens so that they can solve problems in situations of uncertainty and risk. Faced with this finding, we claim that the concept of citizenship put into circulation has been metamorphosed and is no longer associated with the guarantee of rights and duties for a dignified life.