Abstract

In this paper, we problematize naturalized discourses regarding "the normal". Discourses that have drawn who is and is not the student, as well as, who has and has not the right to access schooling and to the teaching and learning of mathematics. We will focus on educational policies and studies that have addressed issues about the formation of the school in Chile. By deploying a history of present, ways of thinking and understanding about diversity will be unpacked, what it implies to denaturalize dominant narratives that shape "the normal student", and at the same time, the "pathological student" - through hegemonic ways of understanding and conducting what is different. There are discourses connected by wormholes - which seem to be timeless - that produce and reproduce particular rationality, in which the normal is included and the abnormal is excluded or marginalized, even more, is considered dangerous.