Abstract

Through a literary examination, this study proposes a gender criticism on some pedagogical and discourse aspects of Set Theory – theory that lays the foundation of “mathematics” with widely accepted principles – that are found incorporated secretly in the axiomatic construction of Set Theory. This critique centers on its universalizing feature that backs up theoretically any mathematical reasoning generated by any culture in any moment or place, as a colonizing effect. This critique, unbalancing the strength of the mathematical knowledge, can promote a major plasticity in this matter, contributing to outline it as a less rigid and friendlier discipline for its learning and development.