Emociones políticas, subjetividad política y educación matemática: un ambiente de modelación matemática en el marco de la emergencia sanitaria.

Abstract

This degree work is developed in the Master's Degree in Education offered by the Francisco José de Caldas District University. Its purpose is to establish possible relationships between political emotions and political subjectivity, which can be identified in seventh grade students when they participate in mathematical modeling environments. This investigative work stems from a concern as mathematics teachers, by showing that students are not able to adequately relate to the activities that are proposed to be developed in the classroom, moving us away from a learning process mediated by participation, reflection and analysis. . In order to propose a learning environment that allows generating spaces in the mathematics classroom, mediated by such participation, reflection and analysis of all the members, an environment of mathematical modeling is developed, where the emergence of emotions is identified in the students. policies, enabling in them a way of being and feeling in and with society, giving meaning to their actions in the classroom, guided by autonomous and reflective work. Political emotions are part of what was proposed by Nussbaum (2014) and Ángel (2019, 2017), researchers who allow recognizing three political emotions that must be identified in the students' processes, namely: fear, envy and shame. It is important to mention that such emotions, being "uncontrolled" or, at least, not consciously reflected, prevent constituting a social subject that transcends the psychological character, and, therefore, that does not get involved in the collective. This idea allows us to recognize processes of construction or deconstruction of what we can call community; and that allows us to have as a theoretical assumption that these can constitute political subjectivity in students. The relationship between political subjectivity and political emotions is born from the theoretical assumptions of Gonzalez (2016, p 9), which reveals that political subjectivity is not generated without emotions, nor emotions without subjectivity, since emotion motivates the actions of the subject defining their goals, dreams and ends. The research methodology is guided, in a general way, by the socio-political perspective of mathematics education; in particular by critical research, in the sense proposed by Vithal (2000). Three fundamental elements are evidenced, namely: current situation (SA), imagined situation (SI) and arranged situation (SD). From a general perspective, Vithal (2000) understands the current situation as the real and existing space; the imagined situation is the one thought and interpreted by the research participants, by means of which a fundamental theory and concepts are constantly interpreted to propose changes in the current situation; the arranged situation refers to the implementation of the assumptions created by the researcher in the imagined situation in contrast to what is presented in a current situation study. To finish, we present in the conclusions chapter the existence of political emotions as a constitution of political subjectivities, which occurred in a way inherent to the categories of a mathematical modeling environment, because it is evident that political emotions are present in the subjects in the stages of selection of the theme and development of an exploratory investigation, while the plots of subjectivity were presented in the reinterpretation of the situation and critical analysis of the solutions found, causing the bridge that allows the relationship between political emotions and political subjectivity is the category of data collection in the modeling environment generated in.