Sembrando números y transformando realidades a través de las matemáticas: un proyecto de equidad social en Arauca

Abstract

This document addresses the teaching of mathematics from a critical and contextualized perspective in the municipality of Tame, Arauca. Through the “SumArte con Derechos” program, implemented under the methodology of Participatory Action Research (PAR) and Critical Mathematics Education (CME), learning modules were designed and implemented that integrate mathematics with social issues, such as gender equity, social justice and environmental sustainability. The results show improvements in critical mathematical thinking, the active participation of students and the connection of learning with their reality, strengthening the link between education and social transformation. This approach allowed students to develop significant mathematical competencies and a critical awareness of their environment, consolidating education as a tool for empowerment and change.