¿Democracia y diálogo en el aula? una discusión desde la educación matemática

Abstract

The research presented below is a pedagogical proposal to integrate communication and democracy in the mathematics classroom, which was developed within the framework of the Qatar World Cup's topic. The population used was the Fifth grade students from “Colegio Bilingüe José Max León” (CBJML) in 2022. Some months before the World Cup started, students had the possibility to choose their participation and negotiate their interests among their classmates and the teacher-researcher. As theoretical and methodological axes, research by Skovsmose & Borba (2000), Renuka Vithal (2000, 2004), Alro (2012) and Valero and Skovsmose (2012), among others, were mainly used. These authors address issues of supreme relevance as alternatives to the traditional pedagogy of mathematics education, which contribute to validate the research with a critical and qualitative approach. In relation to data collection procedures, we resorted to the written production of students, video and audio recording which were based on the techniques presented by Planas (2006) consisting of identifying episodes of revision during five different stages including classroom intervention moments which allowed us to characterize the possible dialogue qualities and democracy in the classroom. In conclusion, it can be seen that when working in teams, students debated about the research topic making connections between social aspects and their mathematics knowledge and skills. At the same time, their democratic competencies were enhanced when socializing and having dialogues about the results of their exercises.