Procesos de inclusión en contextos de re-educación: alternativas desde la educación matemática

Abstract

This graduate work accounts for a research exercise that tends to systematize some of the tensions that a teacher experiences during the development of her first experience in the incorporation of mathematical modeling practices, with young people in restitution of rights, under the political perspective of Mathematics Education. In this sense, the final report contains a review on epistemological aspects of the political approach in Mathematics Education (Gutiérrez, 2013), (Skovsmose, 2012) and aspects of the Critical Research methodology (Vithal 2000). Based on this, and considering a work proposal in the classroom through the development of a modeling environment (Barbosa, 2003, 2006), it is possible to generate an analysis of different situations of tension (Oliveira & Barbosa, 2011). They sustain and characterize the tensions in the pedagogical practice of the teacher.