Curriculum silences: a post-critical analysis of the IFNMG Mathematics degree program

This paper presents an excerpt from ongoing doctoral research in the field of Mathematics teaching. The study aims to investigate how issues of diversity and social problems are represented and negotiated in the curriculum of the Mathematics degree course at the Federal Institute of Northern Minas Gerais, Salinas campus, using post-critical curriculum theories as a reference. The methodology adopted was content analysis, applied to the curriculum document, with the data interpreted in the light of curriculum theory. The results show limitations in textual organization, a superficial approach to diversity and social issues, and a silencing of gender asymmetries in the context of Mathematics.