Un ambiente de aprendizaje desde la perspectiva socio-critica de la modelación matemática: pensando la competencia democrática en el aula de clase

Abstract

This research presents the construction, execution and reflection on a learning environment within the framework of the mathematics class, oriented to the exploration of the development of democratic competence with students of the 3-04 year 2022 course of the Alberto Castilla Business Technical Educational Institution in the city of Ibagué–Tolima. This exploration is based on the theoretical approach of Critical Mathematical Education (Skovsmose and Borba, 2004), Critical Research (Vithal, 2004) and the methodological approach from the proposals of mathematical modeling in the socio-critical perspective (Barbosa, 2004; 2006); (Salazar et al., 2017); (Camelo, 2017), which guided the management of the learning environment.

For the exploration of democratic competence, a network of conceptual categories is established that interrelates democracy, conditions of democracy, characteristics of democracy, and mathematical literacy (Skovsmose, 1997;1999; Valero,1999; Skovsmose and Valero, 2012). which make possible the characterization of the development of democratic competence in the students of the 3-04 course.

Due to the social nature of democratic competition, the field of observation of its development was delimited through the communicative interactions of the participants, specifically the dialogue with dialogic qualities proposed by Alrø and Skovsmose (2002; 2012). The dialogues that emerged between the research participants were recorded through audio and video recordings, field diaries, graphic productions, managed mainly from work in focus groups, conversations and participant observation.

Dialogues with the dialogic qualities of inquiry, taking risks, and maintaining equality were called episodes; This research reports ten episodes which were reviewed in light of the categories of analysis, characteristics of democracy (collectivity, deliberation, transformation, Coflexion), conditions of democracy (formal, material, ethical and participation) and the mathematical literacy (knowing mathematics, technology and reflection.

With the analyzes derived from the episodes, it was possible to explore the development of democratic competence in the students of the 3-04 course, as well as other ways of approaching mathematics class that contribute to the construction of critical and reflective citizens, that is say democratic. Finally, it was known that the development of democratic competence is a process that becomes visible to the extent that students participate in contextualized, meaningful and democratic learning environments, such as the problematization of environmental noise; and that since the development of democratic competence is a process, students' communicative interactions are characterized by democratic elements, sometimes sustained and other times more ephemeral.