Mathematics education and the dignity of being
On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the dilem...
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| Formato: | Artículo revista |
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Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/REM/article/view/39920 |
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I10-R366-article-399202022-12-28T20:27:37Z Mathematics education and the dignity of being La educación matemática y la dignidad de estar siendo Valero, Paola García Oliveros, Gloria Camelo, Francisco Javier Mancera, Gabriel Romero, Julio Subjetividad social Historia cultural de la matemática escolar Dignidad de estar siendo Espacio geométrico Espacio íntimo Territorialización Social subjectivity Cultural history of school mathematics Dignity of being Geometrical space Intimate space Territorialisation On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the dilemma of how the historical insertion of school mathematics in relation to the Colonial project of assimilation of Latin American indigenous peoples into the episteme of the Enlightenment and Modernity is in conflict with the possibility of the promotion of a social subjectivity in mathematics classrooms. We illustratea pedagogical possibility to move towards a mathematics education for social subjectivity with our work in reassembling the notion of geometrical space in the Colombian secondary school mathematics curriculum with notions of space from critical geography and the problem of territorialisation, and Latin American epistemology with the notion of intimatespace as an important element of social subjectivity. A partir de nuestro trabajo como investigadores, formadores de docentes y profesores comprometidos con un enfoque sociopolítico en la educación matemática en Colombia, proponemos entender la democracia en términos de la posibilidad de construir una subjetividad social para la dignidad de estar siendo. Abordamos el dilema de cómo, históricamente, la inserción de la matemática escolar en relación con el proyecto colonial de asimilación de los pueblos indígenas latinoamericanos a la episteme de la Ilustración y la Modernidad entra en conflicto con la posibilidad de fomentar una subjetividad social en las aulas de matemática. Ejemplificamos una posibilidad pedagógica de avanzar hacia una educación matemática para la subjetividad social con nuestro trabajo al rearticular la noción de espacio geométrico en el plan de estudios de matemática en la secundaria de Colombia con las nociones de espacio de la geografía crítica y el problema de la territorialización, y laepistemología latinoamericana con la noción del espacio íntimo como elemento importante de la subjetividad social. Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación 2022-12-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistas.unc.edu.ar/index.php/REM/article/view/39920 10.33044/revem.39920 Revista de Educación Matemática; Vol. 37 Núm. 3 (2022); 38-59 1852-2890 0326-8780 spa https://revistas.unc.edu.ar/index.php/REM/article/view/39920/40150 https://creativecommons.org/licenses/by-sa/4.0/ |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-366 |
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Revista de Educación Matemática |
| language |
Español |
| format |
Artículo revista |
| topic |
Subjetividad social Historia cultural de la matemática escolar Dignidad de estar siendo Espacio geométrico Espacio íntimo Territorialización Social subjectivity Cultural history of school mathematics Dignity of being Geometrical space Intimate space Territorialisation |
| spellingShingle |
Subjetividad social Historia cultural de la matemática escolar Dignidad de estar siendo Espacio geométrico Espacio íntimo Territorialización Social subjectivity Cultural history of school mathematics Dignity of being Geometrical space Intimate space Territorialisation Valero, Paola García Oliveros, Gloria Camelo, Francisco Javier Mancera, Gabriel Romero, Julio Mathematics education and the dignity of being |
| topic_facet |
Subjetividad social Historia cultural de la matemática escolar Dignidad de estar siendo Espacio geométrico Espacio íntimo Territorialización Social subjectivity Cultural history of school mathematics Dignity of being Geometrical space Intimate space Territorialisation |
| author |
Valero, Paola García Oliveros, Gloria Camelo, Francisco Javier Mancera, Gabriel Romero, Julio |
| author_facet |
Valero, Paola García Oliveros, Gloria Camelo, Francisco Javier Mancera, Gabriel Romero, Julio |
| author_sort |
Valero, Paola |
| title |
Mathematics education and the dignity of being |
| title_short |
Mathematics education and the dignity of being |
| title_full |
Mathematics education and the dignity of being |
| title_fullStr |
Mathematics education and the dignity of being |
| title_full_unstemmed |
Mathematics education and the dignity of being |
| title_sort |
mathematics education and the dignity of being |
| description |
On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the dilemma of how the historical insertion of school mathematics in relation to the Colonial project of assimilation of Latin American indigenous peoples into the episteme of the Enlightenment and Modernity is in conflict with the possibility of the promotion of a social subjectivity in mathematics classrooms. We illustratea pedagogical possibility to move towards a mathematics education for social subjectivity with our work in reassembling the notion of geometrical space in the Colombian secondary school mathematics curriculum with notions of space from critical geography and the problem of territorialisation, and Latin American epistemology with the notion of intimatespace as an important element of social subjectivity. |
| publisher |
Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/REM/article/view/39920 |
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