Resumo

TAMAYO, Carolina; CUELLAR, Richard; JARAMILLO, Diana  e  CHARRY, Oscar. Curriculum [of Mathematics]: Undisciplined Paths of the Gunadule Community of Alto Caimán. Rev. colomb. educ. [online]. 2023, n.87, pp.438-463.  Epub 01-Jan-2023. ISSN 0120-3916.  https://doi.org/10.17227/rce.num87-12406.

The purpose of this paper is to problematize, from the voices of teachers and indigenous leaders of the Gunadule community of Alto Caimán, the disciplinary model of organization of mathematical knowledge present in the “Escuela del Estado”. A disciplinary model that seems to contribute to the strengthening and legitimation of functional interculturality, typical of the dominant system. This problematization emerges from two investigations, and we carry it out supported by the perspective of interculturality, in dialogue with an indisciplinary perspective of Education Mathematics. Here we present, first, the Gunadule indigenous community of Alto Caimán and the research carried out with, by and for this community. Second, we show some distinctions between functional interculturality, typical or the dominant system, and critically understood interculturality, which is built from communities that have suffered a historical subjection and subalternization. Third, we make explicit some tensions to the mathematics curriculum in the Gunadule community, by maintaining a disciplinary organization of knowledge. Fourth, we present some indisciplinary bets of the Gunadule community for the construction of a different [mathematics] curriculum. Thus, we conclude that the proposal of the Gunadule community of Alto Caimán for a [mathematics] curriculum organized based on social practices -that corresponds, in our view, to an indisciplinary commitment- makes posible a critical intercultural of decolonial nature that, in addition, tends to respect and conserve “Mother Earth”.

Palavras-chave : curriculum; mathematics education; culture; indigenous populations; intercultur education..

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