Relevancia y etnomatemática en la educación de niños indígenas del Cauca, Colombia

Resumo

(analytical)The low academic performance in mathematics of indigenous students is the focus of the study describedin this article. The authors examine the relevance of educational interactions between 11 ethno-educators and 249 primary school students in the indigenous community of Pueblo Nuevo (Cauca, Colombia). The goal of this research was to identify the relationship between classroom activities and students’ lives. The study used a mixed descriptive-exploratory approach that was mediated by observations and surveys, revealing that ethno-educational practices, to a small extent, draw on the interests of children and the cultural richness of the Nasa people. The authors conclude thattaking into account the voices of the children in curriculum planning, enhancing certain cultural practices and improving instructional design can improve the quality of mathematics education for children in rural and ethnic communities.

Dados da obra

Tipo

Artigo

Periódico

Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, v. 23, n. 1, p. 1-29

Editora

Fundacion Cinde

Ano

2024 (2024-12-16)

Idioma

en

Palavras-chave

educación rural; población indígena; enseñanza de las matemáticas; pertinencia de la educación; ethnomathematics; indigenous education; mathematics education; Nasa people; elementary school students; rural education

Temas

Currículo, Etnomatemática

DOI

10.11600/rlcsnj.23.1.6540

ISSN

2027-7679, 1692-715X

Licença

https://creativecommons.org/licenses/by-nc-sa/4.0

Acesso

Download disponível

Fontes

Crossref; DOAJ — Directory of Open Access Journals; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026