Modelo de desarrollo del conocimiento matemático desde el Saber y Hacer del pueblo mapuche
Modelo de desarrollo del conocimiento matemático desde el Saber y Hacer del pueblo mapuche
Authors
Huencho Ramos, Anahí
Chandía Muñoz, Eugenio
Rojas Sateler, Francisco
Williamson Castro, Guillermo
Chandía Muñoz, Eugenio
Rojas Sateler, Francisco
Williamson Castro, Guillermo
Authors
Date
2021
Datos de publicación:
Educación matemática, Vol. 33, N° 2, 7-36, 2021
Keywords
Práctica cultural situada - Matemática mapuche - Conocimiento matemático - Modelo educativo cultural - Universidad de Guadalajara
Collections
Abstract
Dos siglos de escuelas monoculturales en Chile repercuten en una enseñanza de las matemáticas estáticas y conductistas a la población en general, aun cuando lo matemático se sitúa histórica y culturalmente en lógicas de procedimientos orales y/o prácticos en diferentes grupos socioculturales invisibles a la escuela. Así, esta investigación busca interpretar y caracterizar el desarrollo del conocimiento matemático del mapuche desde prácticas situadas de y en comunidades, con el anhelo de proyectarlas al sistema educativo formal y así corroer el modelo establecido en Educación Matemática chilena, dando evidencia de un modelo de enseñanza y aprendizaje de la matemática propio del pueblo mapuche. A través de un análisis de carácter mixto, utilizando el Método Comparativo Constante y el ACL sobre entrevistas en profundidad con foco etnográfico en el marco de la Teoría Fundamentada, se constituye un Modelo Condicional/Consecuencial que caracteriza el desarrollo del conocimiento matemático mapuche desde dos focos: el Saber, centrado en la memoria oral transmitida en lengua mapuche (mapudungun) al resolver problemas matemáticos contextuales y el Hacer, centrado en elementos matemáticos implícitos en la acción desarrollada.
Two centuries of monocultural schools in Chile have an impact on the teaching of static and behavioral mathematics to the general population, even though the mathematics is historically and culturally situated in the logic of oral and / or practical procedures in different sociocultural groups invisible to the school. Thus, this research seeks to interpret and characterize the development of mathematical knowledge of the Mapuche from practices located in and from communities, with the desire to project them to the formal educational system and thus corrode the model established in Chilean Mathematical Education, giving evidence of a model of teaching and learning of mathematics typical of the Mapuche people. Through a mixed character analysis, using the Constant Comparative Method and the Analysis of Latent Classes about in-depth interviews with an ethnographic focus in the framework of the Grounded Theory, a Conditional / Consequential Model that characterizes the development of mathematical knowledge is constituted Mapuche from two focuses: Knowledge, centered on the oral memory transmitted in the Mapuche language (mapudungun) when solving contextual mathematical problems and the Do, focusing on mathematical elements implicit in the action developed.
Two centuries of monocultural schools in Chile have an impact on the teaching of static and behavioral mathematics to the general population, even though the mathematics is historically and culturally situated in the logic of oral and / or practical procedures in different sociocultural groups invisible to the school. Thus, this research seeks to interpret and characterize the development of mathematical knowledge of the Mapuche from practices located in and from communities, with the desire to project them to the formal educational system and thus corrode the model established in Chilean Mathematical Education, giving evidence of a model of teaching and learning of mathematics typical of the Mapuche people. Through a mixed character analysis, using the Constant Comparative Method and the Analysis of Latent Classes about in-depth interviews with an ethnographic focus in the framework of the Grounded Theory, a Conditional / Consequential Model that characterizes the development of mathematical knowledge is constituted Mapuche from two focuses: Knowledge, centered on the oral memory transmitted in the Mapuche language (mapudungun) when solving contextual mathematical problems and the Do, focusing on mathematical elements implicit in the action developed.