@phdthesis{10818/55255,
year = {2023},
month = {2},
url = {http://hdl.handle.net/10818/55255},
abstract = {En el marco del doctorado en Educación de la Universidad de La Sabana, se plantea esta tesis que busca responder a la pregunta ¿Qué elementos se requieren para la construcción de una política emancipatoria de educación matemática desde la interculturalidad? La investigación fue desarrollada con metodología de tipo cualitativo, haciendo uso de diversas técnicas como la revisión bibliográfica, la entrevista, y la Teoría Fundamentada, se plantean cuatro objetivos específicos: 1) Estudiar las relaciones entre la Educación Indígena, currículo, y Etnomatemática para determinar los límites de integración del pensamiento indígena en el currículo escolar por medio de la Etnomatemática; 2) Establecer un marco de análisis de la política educativa desde una perspectiva emancipatoria; 3) Analizar la relación entre política educativa indígena y Etnomatemática; 4) Proponer elementos para la transformación de la política de educación matemática, que atiendan a las demandas indígenas y los postulados de la Etnomatemática},
abstract = {Within the framework of the doctorate in Education at the University of La Sabana, this thesis 
is proposed seeks to answer the question: What elements are required for the construction of 
an emancipatory policy of mathematics education from interculturality? The research was 
developed with a qualitative methodology, using various techniques such as bibliographic 
review, interview, and Grounded Theory, four specific objectives are proposed: 1) Study the 
relationships between Indigenous Education, curriculum, and Ethnomathematics to 
determine the limits of integration of indigenous thought in the school curriculum through 
Ethnomathematics; 2) Establish a framework for analyzing educational policy from an 
emancipatory perspective; 3) Analyze the relationship between indigenous educational 
policy and Ethnomathematics; 4) Propose elements for the transformation of the mathematics 
education policy, which attend to the indigenous demands and the postulates of 
Ethnomathematics. The analysis carried out throughout the thesis allows us to propose 
elements for an emancipatory policy of mathematics education, which we classify into two 
typologies: 1) Elements of analysis: a) a categorical set for the analysis Analysis of research 
in Ethnomathematics in the relationship Education Indigenous – Curriculum –
Ethnomathematics, b) an analytical tool for the analysis of indigenous education policies and 
mathematics education from Ethnomathematics, c) conceptualizations of the curriculum, 
Ethnomathematics and Mathematics as institutions of the architectural structure of the policy, 
d) Necessary contents of discussion the policies of indigenous education and mathematics 
education; 2) Elements for transformation: a) The analogy in mathematics education as a tool 
for epistemic decolonization and intercultural dialogue, b) Three principles that mobilize the 
policies of indigenous education and mathematics education in their diachronic moments, c) 
Three Ethical Principles for mathematics education, d) Ethical-political position of the 
mathematics teacher regarding the curriculum, e) Institutional limits of legitimacy and 
construction of alternatives.},
publisher = {Universidad de La Sabana},
title = {Elementos orientadores para el análisis y diseño de políticas decoloniales de educación indígena y educación matemática},
author = {Molano Franco, Edwin Yesid},
}