Constitución dialéctica de los procesos de objetivación y subjetivación con una ética comunitaria en actividades desarrolladas al abordar tareas de generalización de patrones

Abstract

Research on pedagogical practice in mathematics education requires the study of relationships, which is in itself a relational practice that is based on and with the connections that occur between the intentions for education, the scenarios and actors of the educational process, the contents and mediations of the educational process, among other aspects. In general, the studies that have been conducted about this practice have focused their interest on the development of teaching-learning processes that are characterized by having a strong inclination to attend to the development of mathematical concepts, so that important aspects such as the formation in values are left aside or these end up being invisibilized or ignored (Radford, 2014a; León and Lasprilla, 2019). However, in mathematics education research, the interest should be placed both in the development of mathematical concepts and in the formation of values and it is extremely important that both are given equal primacy, because giving greater value to the contents and downplaying the importance of values formation allows students, teachers, school knowledge and the structures of educational institutions to be thought of in an incomplete way and, therefore, limits are established to rethink education in a more holistic way. That is why it is necessary to propose interventions in the classroom that start from a simultaneous interest between ethical education and mathematics, where ethics goes far beyond promoting collaborative work and truly generate practices that allow solidarity, respect and care for the other. The proposal of the present study consists of finding empirical evidence to characterize the dialectical relationship between the processes of subjectivation and objectivation with community ethics during the development of joint work in mathematics classes.