In this paper we illustrate how a truth circulates within social discourse. We examine a particular truth reproduced within science, that is: through the understanding of Euclid’s axioms and postulates a person will gain the access to all human knowledge. We deploy a discourse analysis that helps us to understand how a truth is reproduced, circulating among diverse fields of human knowledge. Also it will show why we accept and reproduce a particular discourse. Finally, we state Euclidean geometry as a truth that circulates in scientific discourse and performs a scientific self. We unfold the importance of having students following the path of what schools perceive a real scientist is, no to become a scientist, but to become a logical thinker, a problem solver, a productive citizen who uses reason.
Proceedings of the Eighty International Mathematics Education and Society Conference, 2015