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It examines Eurocentric discourses that shape academic and school mathematics, evaluates the effects of “truth” produced by these discourses, and explores difference through culture and power relations. Drawing on multi-year fieldwork with Brazilian Landless Movement participants, it outlines theoretical grounds for “different mathematics,” studies peasant mathematical practices, and problematizes links and curricular issues in adult education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/brazilian-peasant-mathematics-school-mathematics-and-adult-education-gelsa-knijnik/588508/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/brazilian-peasant-mathematics-school-mathematics-and-adult-education-gelsa-knijnik/588508.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main purpose in adult mathematics education?","Question",{"text":112,"@type":113},"It enlarges understanding of adult mathematics education by applying an Ethnomathematics perspective as a theoretical toolkit to examine culture, discourse, and learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical influences does the paper use?",{"text":117,"@type":113},"It draws on post-modern thought, post-structuralist theorizations (including Foucault’s work), and Wittgenstein’s Philosophical Investigations.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper connect peasant mathematics to school mathematics?",{"text":121,"@type":113},"It presents empirical elements from Landless peasant life to establish relations with school mathematics, while problematizing curricular issues in adult mathematics education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588508,1792167459,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Brazilian peasant mathematics, school mathematics and adult  \neducation  \nGelsa Knijnik  \nUniversidade do Vale do Rio dos Sinos, Brazil  \n\u003C[gelsak@unisinos.br](gelsak@unisinos.br)>  \nAbstract  \nThe paper analyzes adult mathematics education from a cultural perspective. Specifically, its purpose is to broaden our comprehension about this field of knowledge using as a theoretical tool-box an Ethnomathematics perspective founded on post-modern thought, post-structuralism theorizations and Wittgenstein's work developed in his book Philosophical Investigations. This Ethnomathematics perspective allows us to study the Eurocentric discourses that constitute academic mathematics and school mathematics; to analyze the effects of truth produced by the discourses of academic mathematics and school mathematics; to discuss issues of difference in mathematics education, considering the centrality of culture and the power relations that institute it; and to problematize the dichotomy between „high‟ culture and „low‟ culture in mathematics education. Taking elements of the empirical data produced in many years of fieldwork with peasants of the Brazilian Landless Movement who participate in adult education courses as students or as teachers, the paper discusses some aspects of this social movement, especially the educational work they are developing; it outlines the theoretical background that supports the idea that there are different mathematics; it presents and analyzes some elements of the mathematics produced by the Landless peasant form of life, establishing relations with school mathematics, problematizing curricular issues of adult mathematics education.  \nKey words: ethnomathematics; different mathematics; culture and mathematics education; peasant adult mathematics education.  \nIntroduction  \nThis paper analyzes adult mathematics education from a cultural perspective. More specifically, its purpose is to enlarge our comprehension about this field of knowledge using as a theoretical tool-box an Ethnomathematics perspective founded on post-modern thought and poststructuralism theorizations, mainly Foucault‟s work (2002, 2003) .1 Moreover, the ideas discussed in the paper are rooted in what I have been learning with peasants of the Brazilian Landless Movement who participate in adult education courses as students or as teachers. They inspire my academic life and provide the empirical data as well as the guidelines for the ideas I  \n1 In considering the Ethnomathematics' perspective as a theoretical tool-boxI am following Gilles Deleuze who argues that \"a theory is exactly like a box of tools. It has nothing to do with the signifier. It must be useful. It must function. And not for itself. (...). We don't revise a theory, but construct new ones (...) . A theory does not totalize; it is an instrument for multiplication and it also multiplies itself.(Bouchard, 1977, p. 208)  \n54 Adults Learning Mathematics – an International Journal  \npresent here2. Such ideas have as their kernel the discussion about the uses of different mathematics in adult mathematics curriculum, which will be developed in the next sections of the paper. The first gives a glimpse of some aspects of Landless Movement, especially the educational work they are improving. The second section outlines the theoretical background that supports the idea that there are different mathematics and the third presents empirical data that show two different mathematics: one mathematics produced by a „form of life ‟ found in Landless peasant culture and another mathematics produced by a „form of life ‟ found in school culture.  \nSetting the scene: Brazilian Landless Movement and its struggle for land and  \neducation  \nHardt and Negri (2000) begin their well-known book Empire, saying that “it is materializing before our very eyes (...) [since] we have witnessed an irresistible and irreversible globalization of economic and cultural exchanges”(p. 11) which instituted “a global order, a n","cbCaigQLnA13tpGU","https://ap.wps.com/l/cbCaigQLnA13tpGU","pdf",190762,"English","# Abstract\n# Introduction\n# Setting the scene: Brazilian Landless Movement and its struggle for land and education","[{\"question\":\"What is the paper’s main purpose in adult mathematics education?\",\"answer\":\"It enlarges understanding of adult mathematics education by applying an Ethnomathematics perspective as a theoretical toolkit to examine culture, discourse, and learning.\"},{\"question\":\"Which theoretical influences does the paper use?\",\"answer\":\"It draws on post-modern thought, post-structuralist theorizations (including Foucault’s work), and Wittgenstein’s Philosophical Investigations.\"},{\"question\":\"How does the paper connect peasant mathematics to school mathematics?\",\"answer\":\"It presents empirical elements from Landless peasant life to establish relations with school mathematics, while problematizing curricular issues in adult mathematics education.\"}]","Brazilian peasant mathematics, school mathematics and adult education - Gelsa Knijnik | PDF",1792065387,23]