Etnomatemática y diálogo/confrontación de saberes en la formación de profesores de matemáticas

Resumo

Abstract Within the framework of the evaluation processes of Licenciatura en Matemáticas program of the Universidad de los Llanos, the need to adjust its curriculum to respond effectively to the particularities of the territory was recognized; in this direction, the courses " Educación en la Diversidad" and " Etnomatemática" were incorporated. The latter was developed through a series of conferences that were preceded by the execution of a series of study activities; this was accompanied by the analysis of specific school tasks that incorporated research results of Ethnomathematics. The future teachers who joined the course modified their vision of mathematics and mathematical knowledge; they also recognized the importance of involving this knowledge in their pedagogical practice and of anticipating the possible challenges involved in integrating this knowledge into the mathematics classroom. Within the framework of the Doctorado Interinstitucional en Educación, the implementation of the aforementioned course has been reflected on and three aspects that require attention have been identified, namely: (i) the coexistence in mathematics classrooms of discursive mathematical cultures arising from various sources, (ii) the emergence of the requirement of provisions in mathematics teachers, and (iii) the transformation of mathematics teacher training programs to promote that their graduates can professionally assume interculturality as a condition for learning mathematics. Training in and for the dialogue/confrontation of knowledge is thus shown to be an option that addresses these three aspects.

Dados da obra

Tipo

Artigo

Periódico

Revista Latinoamericana de Etnomatemática Perspectivas Socioculturales de la Educación Matemática, v. 18, n. 1, p. 59-82

Editora

Universidad de Narino

Ano

2025 (2025-08-15)

Idioma

es

Palavras-chave

ethnomathematics; mathematics teacher education; dialogue of knowledges; interculturality; curriculum adjustment; teacher education curriculum; Universidad de los Llanos

Temas

Currículo, Etnomatemática, Formação de Professores de Matemática

DOI

10.22267/relatem.25181.111

ISSN

2011-5474

Licença

http://creativecommons.org/licenses/by/4.0

Acesso

Acesso aberto

Fontes

Crossref; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026