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

Abstract

The design of the mathematics curriculum, of an educational institution in Medellín, is built by macrocontext orientations, thus evidencing an invisibility of the sociocultural practices of the community and leaving little to see the participation of teachers in the construction of said curriculum. For this reason, we set the objective of identifying the motivations and meanings that teachers have when they participate in the redefinition of the mathematics curriculum. For this we rely 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, as we looked for alternatives for transformation or possibilities of "what could be". We use participant observation techniques and discussion groups to co-reflect with teachers collectively constructed topics according to their interests, needs and sociocultural practices. We will present a partial analysis of the field work aimed at answering the question: what are the motivations and meanings that teachers have when they participate in the redefinition of the mathematics curriculum?

The study showed that the motivations and meanings that teachers have for participating in the redefinition of the mathematics curriculum are based on intersubjectivities; that is, in subjective aspects that constitute a group with common interests, configured in a need for continuous training, in the recognition of aspects such as empathy and trust by those who manage participation, and the autonomy to make decisions. In the meanings expressed by the teachers, tensions, needs and conceptions were evidenced that constituted an approach to the current and imagined situation of the institution's mathematics curriculum. With this, we hope to continue investigating ways to build a willing situation with the bonding of students and families.