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In this work, we sought to investigate, in the first place, the critical specificity in Mathematics Fairs (MF), in such a way that this specificity was contrasted with mathematics in action, transversally to Skovsmose (2014); and, secondly, to identify if there is really coherence between the different points of representation coming from inside the MF. Imbued with the principles of qualitative research, we analyzed the enunciation sets, with the caution provided for in the discourse conception formulated by Foucault (2014). We categorize such sets as either relatively close or relatively distant from the conceptual group that governs Critical Mathematical Education (CME). The discussions fostered in this work showed us that there is a certain approximation between the work of FM and CME. Therefore, it is necessary to implement and strengthen, in the formation of teachers, the critical dimension founded within the FM.

Feiras de Matemática: a exteriorização da Educação Matemática Crítica a partir dos alunos expositores