Modelación matemática desde la perspectiva sociocrítica en tiempos de pandemia.

Abstract

The present report will cover an investigation where it was evidenced how, beginning in 2020, the world was faced with a pandemic caused by the SARS-CoV-2 virus. In the year 2020, the world was faced with a pandemic caused by the SARS-CoV-2 virus, consequences of a lack of control in many factors and main pillars of many countries, in the economic, political, social, and the source of this research, which was education. was education. This situation mainly forced us to take measures to mitigate its spread in our territory. spread in our territory. In Colombia, as in the rest of the world, one of the factors that were education was one of the factors that were affected, since on-site services were suspended, that is to say, they could not open schools could not open because the government decreed preventive isolation and quarantine. preventive isolation and quarantine. This is when the need arose to develop remote education modalities. Consequently, the need for the children to be isolated from the schools and confined to their homes with doubts confined to their homes with doubts, fears, and expectations, which at different times they commented to have. and the different reactions when they returned to the classroom, allow us to detect the absence of mathematical the absence of recognition of mathematics as an active component in society, considering that they do not know what to do with mathematics. society, considering that they do not know what to believe, as well as expressing that they feel fear and anxiety, most of them caused by the and anxiety,mostly caused by the different information given by the media, which at times seems to contradict the information was given by the media, which at times seem to contradict each other. For this reason, it is proposed to develop a process of mathematical modeling from a socio-critical perspective, a process of the sociocritical perspective, a task that will allow us to present the situation of contagion as an opportunity to use mathematics as an opportunity to use mathematics and its knowledge in social practice.According to Barbosa (2001), encouraging them to engage in possible reflective discussions allows us to help them to actively take advantage of the historical moment they are going through. Therefore, from the so-called socio-critical perspective, Barbosa (2003) expects,that through this research it is possible to encourage, record, and establish the different critical positions and reflections of the students. and critical reflections of children when using their mathematical knowledge, recognizing mathematics as an active and reflective component, which allows them to relate the world of their daily the world of their daily life during and after forty years of age, with concepts and social problems from a social problems from a mathematical language and knowledge. The challenge is then, in generating in the students greater participation in processes that allow them to reach a reflective and critical reflective knowledge from the classroom and particularly from the mathematics classroom mathematics.