As Subjetivações Matemáticas e a emergência do sujeito na Educação Matemática: uma perspectiva histórico-cultural

This article seeks to contribute theoretically to the Theory of Subjectivity from Mathematics Education, at the same time, which develops, from the Theory of Subjectivity (TS), a theoretical understanding of mathematical subjectivities. It takes as a reference for discussions the theories of TS and the philosophy of Lukács. The results found are the field categories of significance and their constitution as a dialectical-configurational logic and the breakdown of the subjective configurations of the action of learning mathematics, the action of mathematizing, dialogue and creativity-rigor. Finally, a powerful heuristic framework was established to investigate subjective processes in Mathematics Education, taking as a level the objective-subjective interrelationship of the Social Being.