Globalisation and ghettoisation
meetings amongst differences in mathematics classes
Keywords:
Estudantes imigrantes , Encontros entre diferenças , Educação Matemática Crítica, Racismo, Imaginação pedagógica.Abstract
This article examines how immigrant students experience inclusion and exclusion in mathematics classrooms, analysing these dynamics through the lenses of globalisation, migration, and ghettoisation. Drawing on accounts from students and teachers, I explore how social, racial, and economic inequalities shape everyday school life and influence possibilities for participation and learning. I argue that encounters across differences, understood as spaces of recognition, dialogue, and mutual displacement, can broaden horizons and challenge deficit-oriented interpretations often attached to immigrant students. I also mobilise pedagogical imagination to propose the hypothetical situation Ghettoisation: Is racism a factor?, illustrating how mathematics can serve as a critical tool for interpreting social injustices and envisioning alternatives. I conclude that immigrant students are not exceptions within Brazilian public schools but constitutive subjects of them, and that mathematics education committed to social justice must recognise their histories, vulnerabilities, and strengths.
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