Subjetivación matemática, democracia y la dignidad de estar siendo: una década después

Paola Valero

doi:10.33044/revem.39923

Autores/as

Paola Valero Universidad de Estocolmo. Departamento de Enseñanza y Aprendizaje

DOI:

https://doi.org/10.33044/revem.39923

Palabras clave:

Cambio climático, Violencia, Subjetivación matemática

Resumen

¿Qué retos enfrenta la educación matemática hoy en día con respecto a su posible contribución a la democracia? Atención a los tipos de subjetividades que se fabrican en las prácticas de la educación matemática y se promueven con los planes curriculares abre la posibilidad de cuestionar la violencia que suele suceder en el encuentro con las matemáticas escolares. El mundo actual de cambio climático requiere que tal cuestionamiento nos lleve a nuevas imaginaciones pedagógicas que permitan la dignidad de estar siendo.

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