Análisis crítico de la fragmentación de la pedagogía en la educación matemática propuesta por los documentos del Serce, Terce y Erce de la Unesco

Abstract

This study critically analyzes the fragmentation of pedagogy in mathematics education as proposed by UNESCO's SERCE, TERCE, and ERCE documents. Using Michel Foucault’s archaeological methodology, it examines the mechanisms and strategies underpinning this fragmentation, understood as a pedagogical practice that extends beyond academics to reflect economic and political interests. The research explores how this intentional fragmentation influences mathematics training and students' knowledge construction, highlighting how certain pedagogical approaches may reinforce learning inequalities and limit the development of a comprehensive and critical mathematics education. The findings aim to contribute to the debate on the role of pedagogy in mathematics competency formation and its alignment with contemporary social demands.