Social practices and curricular organization: issues and challenges
This article deals with a debate within the curricular field, and arises from the understanding of mathematical knowledges as moving among diverse social practices and being somehow linked to what we call mathematics in the school. Thus, we maintain that including various procedures and practices in...
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| Autores principales: | , |
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| Formato: | Artículo publishedVersion Artículo revisado por pares |
| Lenguaje: | Español |
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Universidad de Antioquia
2011
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| Acceso en línea: | http://aprendeenlinea.udea.edu.co/revistas/index.php/revistaeyp/article/view/8690 http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=co/co-062&d=article8690oai |
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| Sumario: | This article deals with a debate within the curricular field, and arises from the understanding of mathematical knowledges as moving among diverse social practices and being somehow linked to what we call mathematics in the school. Thus, we maintain that including various procedures and practices in the classroom —as proposed by a great amount of research in the field of ethnomathematics— may provide the subjects —teachers and students— with the possibility of escaping from a universalist vision of knowledge, thus questioning some of the power relations that socially arrange both knowledge and practices, making thus possible a dynamic circulation of knowledge in the classroom.How to reference this article: Monteiro, Alexandrina y Jackeline Mendes Rodrigues, “Prácticas sociales y organización curricular: cuestiones y desafíos”, traducción del portugués por Elkin Obregón, Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. 23, núm. 59, enero-abril, 2011, pp. 37-46.Recibido: julio 2009Aceptado: febrero 2010 |
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