School knowledge of mathematics in Colombia and the constitution of subjectivities

A glimpse of the historical period 1995 - 2013

Abstract

In this research the complex relationship between schools based mathematics and the constitution of subjectivity in the Colombian context was explored from 1995 to 2013. The research was built from critical mathematics education (Valero and Skovsmose, 2012), a theoretical discipline reference. Methodological tools and categorical elements of archaeological and genealogical type were used, (Foucault, 1979). In addition to finding and building a documentary archive, a work study was conducted with students from the Yopal, Casanare’s headquarters enrolled in Agricultural Engineering at Salle University collecting information via focus group technique. Discourses and practices in social context between individuals were visualized, the role that institutions play to dictate in construction of constitution of subjectivities. It became evident that exercises in power exerted on educational practices with mathematics profiles generates social exclusion and discrimination. Likewise, it was described the bio-political scenarios from which the Colombian education are directed by the interests of the globalized international markets.