Entre líneas y enunciaciones: flâneur en la Educación Matemática Crítica en Colombia

Abstract

Talk and track systematically of how historically occurred the preoccupation for Mathematics, Mathematics Education, and Critical Mathematics Education, is not an easy task. It has big possibility of leave a lot out. This article proposes to generate a look at how has been constituting whatever possibly be a territory ─ research area: Critical Mathematics Education (CME) ─for so, make visible some practices and possible ways of operation. Given this, a contemporary attitude is assumed, by not emphasizing how the concerns were established, if not, how the territories can be deterritorialized, creating fissures, that is to say, movements. Therefore, this article will be built from various questions: 1. How has Critical Mathematics Education emerged as an area from minor movements? 2. What are some regulations within the CME area? And finally, from these discussions and when moving between these territories, we will seek to create reflections that allow us to think a Mathematics, a Mathematical Education and a CME that affirms life. An affirmation that it is not a false illusion with utilitarian pretensions, but that it can produce other modes of existence