Interacciones Alumnos-Profesor en Contextos de Vulnerabilidad Respecto de la Ocurrencia de Episodios de Violencia Simbólica en Clases de Matemáticas

this paper presents a study that proposes to identify and characterize the contradiction between the student’s habitus regarding mathematical reasoning and the teacher’s didactic action in a course of mathematics of an elementary school. this is a qualitative research and is part of the major project "dialectics of learning and breaking the low achievement circle in highly vulnerable areas". the study is based on the analysis of the fifth grade of elementary mathematics and allowed identifying symbolic violence of the teacher when his way of teaching invalidates the student’s mathematical reasoning. the study concludes that, in vulnerability contexts, the process of construction of mathematical knowledge is detached from the student’s cultural capital. similarly, the manifestation of symbolic violence makes it difficult the student’s mathematical reasoning since it hides their cultural capital and legitimizes the reasoning imposed by the teacher.