Colorful and outside the closet mathematics education

Breaking with the heteronormative tradition

Abstract

The field of mathematics education with its "traditional neutrality" generates invisibility environments for social minorities, such as the LGBTQIAP+ community. This heteronormative mathematics education oppresses people who do not fit the standard and propagates discrimination. To avoid invisibility and oppression towards certain social groups it is necessary to work on these issues in the classroom. The movement of critical mathematics education and mathematics education for social justice breaks with the idea of the neutrality of mathematics and seeks to bring to the debate important social issues, such as sexuality and gender identity, and it is necessary to ask: what are the relations of the LGBTQIAP+ community with mathematics education? To search for information that can contribute to this questioning it is necessary to look at existing academic productions, so the present work seeks to map theses and dissertations from graduate programs in Brazil that address the theme of the LGBTQIAP+ community and mathematics education. In terms of methodology, we used Biembengut's work as a basis for mapping academic productions. Five productions were identified and analyzed. It was possible to identify that this discussion is still very recent in the academic spheres. However, it is of extreme urgency to prepare teachers to bring the theme to mathematics classes, considering that working mathematical knowledge in a correlated way with social issues is relevant in the students' formation process, both in mathematical knowledge and as an ethical, respectful and educated citizen, as well as helps to promote a teaching environment that transcends the standards and the restricted way of life, contributing to social transformation.