Rompimiento de la neutralidad política: el compromiso crítico de la educación matemática con la democracia
Tipo de documento
Autores
Lista de autores
Skovsmose, Ole y Valero, Paola
Resumen
La conexión entre la educación matemática y la democracia no es obvia ni clara. No obstante, los documentos de la reforma curricular actual parecen estar de acuerdo con el hecho de que la educación matemática puede contri- buir al logro de los ideales democráticos de la sociedad. Por ejemplo, el do- cumento Currículo 2005 (South African Ministry of Education, 1997) declara que la reconstrucción de Sudáfrica como un “país democrático, próspero, libre de discriminación y violencia, y capaz de competir internacionalmente” re- quiere un nuevo sistema educativo y un nuevo currículo. Esto último propor- cionará las condiciones para que los estudiantes resuelvan problemas tomando decisiones responsables, trabajen diligentemente con otros, manejen y eva- lúen críticamente la información, se comuniquen eficazmente por medio del lenguaje oral y escrito —las matemáticas constituyen un lenguaje relevante que debería ser dominado—, y empleen eficaz, crítica y responsablemente la ciencia y la tecnología (Brodie, 1997, p. 29). El alfabetismo matemático, las matemáticas y las ciencias matemáticas constituyen una de las ocho áreas de aprendizaje propuestas que contribuirán al logro de estos resultados generales.
Fecha
2012
Tipo de fecha
Estado publicación
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Editores (capítulo)
Lista de editores (capitulo)
Valero, Paola y Skovsmose, Ole
Título del libro
Educación matemática crítica. Una visión sociopolítica del aprendizaje y la enseñanza de las matemáticas
Editorial (capítulo)
Lugar (capítulo)
Rango páginas (capítulo)
1-23
ISBN (capítulo)
Referencias
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