Formación matemática como parte de la educación integral básica (EIB) de todas las personas
Abstract
El contenido del presente artículo está referido concretamente a la reflexión conceptual, social, política, pedagógica y didáctica acerca del papel que juegan las matemáticas en los procesos de cambio y transformación en los diversos contextos y espacios socioculturales, como un hecho histórico y material afectado por las múltiples interacciones de los sujetos que conforman determinadas colectividades. Para ello, tratamos de discutir dos temas esenciales: a) los propósitos y tareas de las matemáticas, su enseñanza y aprendizaje en cualquier momento histórico y grupo social determinado; y b) las matemáticas como parte esencial de las interacciones socioculturales y sus consecuencias ideológicas dominantes o liberadoras, según se realice su tratamiento y orientación. En el primer caso, discutimos diez puntos básicos que obviamente no cierran la posibilidad de ampliación, puesto que las relaciones entre las matemáticas y el mundo socionatural son múltiples y altamente complejas. En el segundo caso, desarrollamos la reflexión a través de cinco aspectos fundamentales que naturalmente tienen una estrecha relación con los diez de la primera parte. Es importante resaltar, además, que hemos recurrido a fuentes diversas en el campo de la pedagogía y didáctica críticas, como sustento teórico profundamente necesario para el esclarecimiento de contradicciones y el establecimiento de propuestas consistentes, coherentes y transformadoras.
The contents of this article are referred concretely to the didactic, pedagogic, political, social and conceptual thought about the mathematics role in the transformation and change processes in diverse cultural-social spaces and contexts, as a material and historic fact influenced by the multiple interactions between the subjects that shape some collectivities. In order to do this, we try to discuss two essential themes: a) the mathematics' purposes and duties, its teaching and learning at any historic moment and specific social group; and b) mathematics as an essential part of cultural-social interactions and its dominating or liberating ideological consequences, according how it is treated and oriented. In the first case, we discuss ten basic points that obviously can be extended to more, because the connections between mathematics and socio-natural world are many-sided and highly complex. In the second case, we develop the reflection trough five fundamental aspects that, naturally, are tightly related with the ten of the first part. It is important to highlight, besides, that we have taken different sources in the critic pedagogy and didactics field, as a theoretical support deeply necessary to contradictions explaining and transforming, coherent and consistent proposals setting up.
The contents of this article are referred concretely to the didactic, pedagogic, political, social and conceptual thought about the mathematics role in the transformation and change processes in diverse cultural-social spaces and contexts, as a material and historic fact influenced by the multiple interactions between the subjects that shape some collectivities. In order to do this, we try to discuss two essential themes: a) the mathematics' purposes and duties, its teaching and learning at any historic moment and specific social group; and b) mathematics as an essential part of cultural-social interactions and its dominating or liberating ideological consequences, according how it is treated and oriented. In the first case, we discuss ten basic points that obviously can be extended to more, because the connections between mathematics and socio-natural world are many-sided and highly complex. In the second case, we develop the reflection trough five fundamental aspects that, naturally, are tightly related with the ten of the first part. It is important to highlight, besides, that we have taken different sources in the critic pedagogy and didactics field, as a theoretical support deeply necessary to contradictions explaining and transforming, coherent and consistent proposals setting up.
Description
Vol. 3, No. 2