Abstract
In this paper, we problematize and analyze the incentive to activities that involve the expression of students' learning, reflecting their own worlds that manifest them selves in their forms of learning mathematics, blending with their ways of thinking and being. Seeking to establish connections between “learning”, as expressed by Deleuze, and “contemporary”, as expressed by Agamben, we wanted to seethe emergence of a genuine learning in thought. By means of a didactics of signs, we observed the nature of these signs and their possible connections with Elementary Education. Supported by the learning of students and teachers and concerned with what is being taught, we glimpse at a contemporary teacher that may reveal himself as an artistic being. Maybe then we may broaden our horizons and show the productivity of a school in its wealth of signs to be deciphered.
Keywords:
Didactics; Teacher; Mathematics; Education; Learning; Contemporary