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This is an analysis of the Deleuze-Guattarian concept of “minor literature” shifted to “minor education” and its implications for mathematics teaching, as developed by philosopher Gallo. For Gallo, transferring the characteristics of minor literature to the educational field implies a revision of teaching practice itself, making it an intrinsically political activity. Given that contemporary mathematics teaching tends to follow a rigid and prescriptive structure, the proposal is to apply the principles of minor education to mathematics teaching in order to promote relevant and contextualized discussions for teachers. It is hoped that this article will stimulate problematizations about minor education, applied to the teaching of mathematics in a more contextualized and flexible way. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of pedagogical practices produced from a Project of Educommunication with groups of Early Grades of Elementary School. We aimed at understanding how the management of practices that transcend the classroom is performed, and which effects they have on the constitution of the subjects as students. From a qualitative analysis of narratives produced by students, and grounded on the concepts of minor education (GALLO, 2002), experience (LARROSA, 2015), intellectual emancipation (RANCIÈRE, 2007) and democracy (MASSCHELEIN e SIMONS, 2014), among others, it was possible to notice that the Project of Educommunication, constructed through the collective action of students and teachers, enabled the invention of a new space/time in what has been instituted, thus allowing that other ways of being at school were conceived. [ABSTRACT FROM AUTHOR]