Reposicionando las etnomatemáticas en el contexto europeo como una cuestión de justicia social
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DOI:
https://doi.org/10.22267/relatem.2215E.97Palabras clave:
etnomatemáticas, colonialidad, epistemologías del Sur, epistemicidioResumen
El objetivo de este artículo teórico es por un lado resaltar la necesidad de repensar la EM –considerándola como un campo dinámico de conocimiento y acción, y teniendo en cuenta el contexto en el que las EM han surgido y se han desarrollado en contrapunto con las condiciones globales actuales. Por otro lado este artículo demuestra la importancia de una perspectiva de EM dentro del contexto europeo; esto requiere un cambio desde la experiencia del colonialismo, en el cual Europa tenía el papel central y formativo, hacia el fenómeno más reciente de la colonialidad, es decir, con las estructuras, epistemologías y relaciones de poder que mantienen las jerarquías sociales y culturales, en particular aquellas estructuras institucionales y sociales que constituyen e informan la educación y la educación matemática. Europa, identificada como una totalidad con el ejercicio del poder, ha hecho menos explícito el reconocimiento de las relaciones de poder asimétricas dentro de sus propios límites geográficos; esta situación también ha estorbado el desarrollo de las EM en el contexto europeo. La identificación dentro de Europa del Sur Simbólico (Santos, 2015), y las formas asociadas de epistemicidio del conocimiento (matemático) que proviene de poblaciones fuera de la corriente principal (marginadas) dentro de Europa, por ejemplo las prácticas matemáticas de los Romá, activaron conjuntamente los esfuerzos reflejados en este artículo. Métodos de las etnomatemáticas, informados por el análisis del Sur Simbólico presente en las comunidades europeas y las estructuras en curso de la colonialidad que crean epistemicidio, pueden responder a cuestiones de inequidad y de justicia social. Las EM en el contexto europeo y en diálogo con teorías no estructurales también pueden ampliar la perspectiva y métodos típicos de las EM.
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