Hacia una práctica socioecológica de la formación del profesorado de matemáticas

Autores/as

DOI:

https://doi.org/10.35763/aiem23.5489

Palabras clave:

Socioecología, Formación del profesorado de matemáticas, Formación del profesorado, Futuro (de la sociedad), Ética

Resumen

Este artículo teórico es una respuesta al llamamiento de la UNESCO en favor de un nuevo contrato social para la educación en el contexto de la formación de profesores de matemáticas. En el artículo se exponen cuatro principios en los que se basan las prácticas “socioecológicas” en la educación matemática: no tomar la naturaleza como un trasfondo fijo de preocupaciones; evitar el error epistemológico de tomar al individuo como unidad de aprendizaje; cuestionar lo que está centrado en nuestro trabajo; avanzar hacia una ética dialógica. El artículo considera el “qué” y el “cómo” de la formación del profesorado de matemáticas desde esta perspectiva socioecológica. En términos del “cómo” se argumenta que una ética dialógica presta atención al potencial de que un formador de profesores de matemáticas adopte una “metaperspectiva” en las relaciones con los futuros profesores, reconociendo a estos futuros profesores como “profesores” desde el comienzo de un curso de formación. En contextos en los que el “qué” de la formación del profesorado de matemáticas está muy limitado, el “cómo” de las prácticas socioecológicas aún puede ser posible de promulgar.

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Publicado

2023-04-28

Cómo citar

Coles, A. (2023). Hacia una práctica socioecológica de la formación del profesorado de matemáticas. Avances De Investigación En Educación Matemática, (23), 19–35. https://doi.org/10.35763/aiem23.5489