Actuaciones del profesor en el empoderamiento social de los participantes de una clase de matemáticas, desde una perspectiva sociopolítica de la educación matemática.

Abstract

This research work emerges from concerns as a practicing teachers we have been experimenting in our professional practices. On one hand the questioning of students about learning objects and their relationship with own life and on the other hand teachers role in the transformation of students vision world through mathematics. These concerns converge in our research problem that aimed to identify the actions of the mathematics teacher that enable the social empowerment of the participants of a class. The above, through the critical paradigm that responds to our convictions as teachers, and that also departs from the prototypical ways in which we teach mathematics in school. In this sense, we carried out the assembly and development of a learning scenario that materialized from a space we called Researchers Club, which allowed us to analyze through the categories of reflective discussions (Barbosa, 2006) and characteristics of dialogue (Alrø and Skovsmose, 2012), the actions of the mathematics teacher in relation to the social empowerment of the class participants. The organization of the information we collected in the development of the scenario was carried out by means of various instruments (class recordings, timelines, interviews, organizational grids, among others) that accounted for the approach to the research intentions (Themes) proposed by the Club participants, and all the manifestations that emerged from these. Finally, considerations and reflections are presented, which refer to the findings around the categories of analysis and their relationship with the actions of the mathematics teacher that make social empowerment possible.