El futuro de la educación matemática a partir del COVID 19: humanos-con-medios o humanos-con-cosas-no-vivientes

Marcelo C. Borba; Mónica Villarreal; Gabriel Soto

doi:10.33044/revem.36050

Autores/as

Marcelo C. Borba Universidade Estadual Paulista. Departamento de Matemática
Mónica Villarreal (traductora) Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación
Gabriel Soto (traductor) Universidad Nacional de la Patagonia San Juan Bosco. Facultad de Ingeniería

DOI:

https://doi.org/10.33044/revem.36050

Palabras clave:

COVID-19, SARS-COV-2, Tecnología digital, Filosofía de la educación matemática, Educación matemática crítica, Humanos-con-medios

Resumen

La pandemia de COVID-19 ha cambiado la agenda de la educación matemática. Este cambio se analizará examinando tres tendencias en educación matemática: el uso detecnología digital, la filosofía de la educación matemática y la educación matemática crítica. La tecnología digital se convirtió en una tendencia en la educación matemática en respuesta a la llegada de un artefacto diferente al aula de matemática. Se puso en el punto de mira cuando la pandemia trasladó repentinamente las aulas a la modalidad online en todo elmundo. En este contexto, hay que abordar retos específicos para la educación matemática. El vínculo entre la pandemia de COVID-19 y la tecnología digital en la educación también plantea cuestiones epistemológicas destacadas por la filosofía de la educación matemática y la educación matemática crítica. Utilizando la idea de que la unidad básica de producción de conocimiento a lo largo de la historia es humanos-con-medios, discuto cómo los seres humanos están conectados con el virus, cómo se ha puesto al descubierto la desigualdad social y cómo cambiarán las agendas de estas tres tendencias en la educación matemática. Destaco la urgente necesidad de estudiar cómo ocurre la educación matemática online para los niños, situación en la cual el entorno doméstico y las desigualdades en el acceso a las tecnologías digitales asumen papeles tan significativos. Tenemos que entender el papel político de la agencia de artefactos tales como el hogar, en colectivos de humanos-con-medios-cosas, y por último necesitamos aprender cómo implementar un curriculum que aborde las desigualdades sociales. Este debate se articula con ejemplos.

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