From colonization to decolonization in Mathematics Education: Contributions of liberation

Authors

DOI:

https://doi.org/10.15536/reducarmais.7.2023.3335

Keywords:

Decoloniality, Coloniality, Mathematics Education, Transcomplexity, Rhizomatic Transmethods

Abstract

In the investigation, a rhizomatic deconstruction is presented, whose objective is to analyze the teaching of colonial mathematics, and how it transgresses the construction of mathematical knowledge in the South, in addition to reflecting on how decolonization leads to liberation from complexity. In these times, where a crisis is observed in the face of the problems that exist on the planet, it is necessary to understand existence from deep thoughts with mathematics. Direct a look towards a new way of thinking and acting with mathematics from decoloniality and complexity.

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Author Biography

María Milena Bedoya Echavarría, Multiversidad Edgar Morin

Profesora de Educación Matemática de la Universidad de Medellín; Especialista en Administración Educativa de la Universidad de Santander; Licenciado en Educación Básica con énfasis en Educación Matemática , Universidad de Antioquia; Tutor del Ministerio de Educación de Colombia en un proyecto relacionado con las TIC; Tutor de matemáticas, en la maestría en educación de la Universidad Autónoma de Manizales; Actualmente cursando Doctorado Multiversidad Edgar Morín; Docente de secundaria en SEDUCA; integraldel grupo de investigación MES (Matemáticas, Educación y Sociedad) de la Universidad de Antioquia.

 

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Published

2023-05-12

How to Cite

Bedoya Echavarría, M. M. (2023). From colonization to decolonization in Mathematics Education: Contributions of liberation . Educar Mais, 7, 506–520. https://doi.org/10.15536/reducarmais.7.2023.3335

Issue

Vol. 7 (2023): Janeiro - Dezembro

Section

Articles

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Copyright (c) 2023 María Milena Bedoya Echavarría

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