Mathematics textbooks as producers of subjectivities based on female figures

Research literature has been discussing for some time the social representations produced through the use of textbooks by students in Basic Education, as well as the power relations behind the creation of these materials. In order to investigate how mathematics books can act as producers of subjectivities based on the female figures present in their pages, this article aims to answer the question: What can we discuss from the mathematics textbook about what “is” be woman"?. To this end, we developed a qualitative study with a post-structuralist bias and a feminist perspective, which analyzes emerging discourses in the speeches of mathematics undergraduates and teachers in basic education when perceiving gender representations arranged in books. mathematics teachings and evoke other possibilities for female representation that are more assertive and promote women's access to the most diverse social spaces. The research collaborators were participants in a workshop developed to produce data for a dissertation. The data analyzed in this text focuses on the possibilities of creative insubordination in the face of what is currently presented in textbooks, with an analysis of the collaborators' production as options that explore other ways of being a woman, different from the hegemonic one.