Narrativas civilizatorias de la enseñanza de las matemáticas en Colombia

Abstract

The purpose of the research was to understand, from teacher narratives, the reasons that have led to place the teaching of mathematics as knowledge for progress in Colombia. Two objectives were established: one related to the understanding of the mathematical knowledge that is maintained, broken and transformed into teaching processes; another oriented to describe, in long-term processes, the type of subject that is sought to be formed in response to the idea of ​​progress established in society. To analyze the relationship between social changes and the personality of individuals, the approaches of sociologist Norbert Elias were taken into account. For this author, the changes and transformations of the subjects can be explained in the civilization process as a balance between the external constraints coming from the society and the self-constraints of the individual for the control of the behavior and the structuring of the personality, in one direction determined.