La participación de profesores en la resignificación del currículo de matemáticas: un desafío sociopolítico de la educación matemática crítica

Abstract

RESUMEN: El diseño del currículo de matemáticas, de una institución educativa de Medellín, está construido por orientaciones del macrocontexto, evidenciándose así una invisibilización de las prácticas socioculturales de la comunidad y dejando ver poco la participación de los profesores en la construcción de dicho currículo. Por ello, nos trazamos como objetivo identificar las motivaciones y los significados que tienen los profesores cuando participan en la resignificación del currículo de matemáticas. Para esto nos apoyamos de la perspectiva de la educación matemática crítica como una manera de investigar el currículo con un enfoque sociopolítico.

ABSTRACT: The mathematics curriculum design of an educational institution located at Medellín, Colombia, is built according to macro context orientations. It evidences an invisibility of sociocultural practices of the community and reveals a little participation of teachers in that construction. For this reason, our objective is to identify motivations and meanings that teachers have when they participate in the resignification of the mathematics curriculum. We are supported on the perspective of critical mathematics education as a way of investigating the curriculum with a sociopolitical approach. We carried out this study under a qualitative paradigm of critical research because we look for alternatives of transformation or possibilities of "what could be". We use participant observation techniques and discussion groups to co-reflect with teachers about topics in collective building, according to their interests, needs and sociocultural practices. We will present a partial analysis of this field work aimed at answering the following question: what are the motivations and meanings that teachers have when they participate in the resignification of the mathematics curriculum? According to this study, both motivations and meanings that teachers have for participating in the resignification of the mathematics curriculum are based on intersubjectivities. In other words, it is based on subjective aspects that are constituted within a group with common interests, which are configured according to a need of continuous training, recognition of aspects such as empathy and trust given by those who manage participation, and the autonomy to make decisions. According to the meanings expressed by the teachers, it was evidenced tensions, needs and conceptions that constituted an approximation to the current and imagined situation of the institution's mathematics curriculum. We hope to continue studying ways to build a situation with the bonding of students and families.