CRITICAL MATHEMATICS EDUCATION AS A HUMAN RIGHT The political character of pedagogical action

Abstract

Dialogue about the relationship between Human Rights and critical mathematics education is a current need. This requirement is due to the advancement of imperatives of reality on the educational offer available to citizens. This theoretical essay of a propositionous nature intends to present the origins of the claim for education in the modern era and the role of critical mathematical education in its bulge. At the same time, we will try to demonstrate that the current limits, both of the implementation of the principles of human dignity and of access to education, are determined and limited by the political decisions taken at the highest levels of national states and corporate corporations. For this discussion we bring the formulation of the civilizing equation, as a tool for analyzing the real, through contemporary variables. We defend the imbrication of the civilizing equation with the concerns of critical mathematical education in order to assume the maximization of human rights as a goal for social transformation.