Aproximación histórica al saber escolar matemático en Colombia. Segunda mitad del siglo XX

Abstract

The following research aims to analyze the conditions that have allowed the emergence of the Mathematical School Knowledge of the second half of the 20th century in Colombia, its modifications and practices, as well as the lines of force that cross it. In order to achieve this objective, it is used qualitative research with a historical approach and is part of the wide field of investigation of the schooling processes, in which it is installed the “Saber Escolar Matemático” therefore, it is taken into account the conceptual and theorist stock of the group “History of the Pedagogical Practice” and particularly, the analysis scheme “the visible, the enunciable and the power” proposed by the researcher Alberto Martínez-Boom. This analysis scheme is possible from an archaeological and genealogical approach and, therefore, it is used the theoretical-methodological option based on conceptual aspects of Michel Foucault. This approach is carried out for the mathematical school knowledge of primary and secondary and revolves around three central axes: initial emergency conditions, delimitation instances and specification grids crossed by knowledge and power relations.The above leads to the elaboration of a file through which the different fractures, breakdowns and contingencies experienced by this knowledge are evident, as well as what has remained as naturalized truths throughout this time interval as the algorithm, the processes of subjectification, selection and exclusion of a great majority of students as effects of an education in the heart of a society formatted by the mathematician knowledge. This tour allows us to envision other perspectives and possibilities to contribute to solving the problems that are experienced within the school around the teaching and learning processes of this knowledge.