Elementos orientadores para el análisis y diseño de políticas decoloniales de educación indígena y educación matemática

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

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.