Abstract
The paper analyzes how school and, in particular, school mathematics, worked as part of subjectivation processes for schoolchildren of German-immigrant descendants in Rio Grande do Sul (RS) during the Nationalization Campaign period. Specifically, it discusses the rituals of school mathematics in which the manifestation of truth tactic operated, examining the mathematical practices present in these rituals, which mathematical knowledge was transmitted then and how it was taught. The theoretical tools used in the study are linked to Michel Foucault’s theorizations. The research material consists of seven people narratives, who studied in that context and period. The analytical exercise identified two rituals for school mathematics which worked on the individuals. Their analysis made it possible to conclude that, because the schoolchildren considered themselves superior individuals, they felt driven to be good at mathematics, that is, it was assumed as true that they were indeed superior and rituals of school mathematics were used to reinforce this manifestation.
Keywords:
School mathematics; School rituals; Subjectivation processes; German immigration schools; Nationalization Campaign