Pensando en el futuro: los porvenires y el diálogo en el desarrollo de un escenario de investigación

Abstract

This text describes a research proposal carried out in the assembly of a landscapes of investigation with sixth grade students, it is supported from the perspective of Critical Mathematics Education (Skovsmose, 1999; Skovsmose and Valero, 2012; García, Valero & Camelo , 2013; Gutiérrez, 2013; Valero, Andrade and Montecino, 2015), it starts recognizing the fact that the reasons for learning mathematics are not understood and explained only in relation to the learning activities of students in the classroom, but also from what surrounds it, for example, economic conditions, subjectivities, their foreground and the way they interact (García, Valero and Camelo, 2013). With the aim of imagining other possibilities, we guide the work through the methodological approach of the critical research methodology (Vithal, 2000), in which is why the students we carry out the assembly of a landscapes of investigation (Skovsmose, 2000); in which we explore its foreground (Skovsmose, 1999) with the purpose of reflecting on its role in the process of constitution of the qualities of dialogue (Alrø and Skovsmose, 2004).