¿Matemáticas para todos? Deconstrucciones desde un territorio chocoano

Abstract

This paper presents some progress of a doctoral research that has been developed with teachers from the Katío Chamí Educational Institution in the municipality of El Carmen de Atrato (Chocó, Colombia). The purpose of this paper is to make a problematization of the statement “mathematics for all” in the field of the mathematics curriculum. Statement that becomes problematic when, in curricular terms, a disciplinary image of mathematics is fed. This problematization is guided by a deconstructionist therapeutic attitude inspired by the ways of thinking and practicing the philosophy of Ludwig Wittgenstein and Jacques Derrida. Supported by the cultural political of mathematics education perspective, in dialogue with some authors who base their studies on Foucauldian theorizations, we seek to denature that statement, that is, to show that it is not natural or inevitable, but rather a discursive construction that promotes simultaneously processes of inclusion and exclusion of individuals, peoples and nations. By looking at mathematics from an undisciplined perspective, supported by the contributions of the philosopher Ludwig Wittgenstein, we see the statement "mathematics for all" in other ways. No longer as a political agenda that promotes the homogenization of society, but as a political agenda of struggle and resistance for the preservation of different forms of life, for the recovery of those subjects who have been historically excluded through asymmetric power relations , as are Afro-descendants and indigenous people.