Lineamientos curriculares de matemáticas en Colombia y la formación sociopolítica de ciudadanos críticos y participativos

Abstract

All mathematics teachers within their professional practices have felt the latent tension between reality, class intervention, and the ideas that sustain national public policies in education, referring to political training, mainly when teachers tend to have a critical and participatory training within the classroom, which in areas such as mathematics, due to its abstract and symbolic nature, the development of methodologies that enhance this critical thinking is not evident. It is for this reason that there is a dilemma between what the curricular guidelines propose and what the current public policy in education seeks in training; To overcome this tension, this article aims to demonstrate the relationship between the socio-political formation of critical citizens and the mathematical curricular guidelines in the Colombian educational context, in order to provide teachers with pedagogical elements that strengthen this relationship.