<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162022000300321</article-id>
<article-id pub-id-type="doi">10.17227/rce.num86-12090</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Miradas críticas en la educación matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical looks in Mathematics Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Olhares críticos em Educação Matemátical]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-Duarte]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Distrital Francisco José de Caldas  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>86</numero>
<fpage>321</fpage>
<lpage>342</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162022000300321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162022000300321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162022000300321&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, revisamos las diferentes formas en las que las teorías de los estudios sociales han afectado la educación matemática. Estas aportan puntos de vista críticos y movimientos de resistencia en este campo. Específicamente, consideramos las contribuciones de la teoría marxista a la educación matemática crítica. También exploramos la influencia de algunos postestructuralistas, como Foucault y Deleuze, en el movimiento sociopolítico de la educación matemática. En todos los casos, criticamos la neutralidad de las matemáticas y la educación matemática, en términos de los puntos de vista relativos al poder que propone cada teoría. Finalmente, presentamos ejemplos de las resistencias al uso de la educación matemática como una herramienta que responde a los intereses económicos y al poder de los discursos hegemónicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, we review the different ways in which social studies' theories have affected mathematics education. Such theories bring critical views and resistance movements in mathematics education. Specifically, we regard contributions from Marxist theory to Critical Mathematics Education. We also explore the influence of some poststructuralists, such as Foucault and Deleuze, to the sociopolitical movement in mathematics education. In all the cases, we criticize the neutrality of mathematics and mathematics education in terms of each theory's views of power. Finally, we introduce examples of the resistances to the use of mathematics education as a tool that responds to economic interests and to the power of hegemonic speeches.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, fazemos uma revisão das diferentes maneiras pelas quais as teorias dos estudos sociais afetaram a educação matemática. Tais teorias trazem pontos de vista críticos e movimentos de resistência no ensino de matemática. Especificamente, consideramos as contribuições da teoria marxista para a educação matemática crítica. Também exploramos a influência de alguns pós-estruturalistas, como Foucault e Deleuze, no movimento sociopolítico da educação matemática. Em todos os casos, criticamos a neutralidade das matemáticas e da educação matemática em termos das visões de poder de cada teoria. Por fim, apresentamos exemplos de resistências ao uso da educação matemática como ferramenta que responde aos interesses económicos e ao poder dos discursos hegemónicos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[teorías sociales]]></kwd>
<kwd lng="es"><![CDATA[justicia social]]></kwd>
<kwd lng="es"><![CDATA[discurso]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[social theories]]></kwd>
<kwd lng="en"><![CDATA[social justice]]></kwd>
<kwd lng="en"><![CDATA[speech]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="pt"><![CDATA[pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[teorias sociais]]></kwd>
<kwd lng="pt"><![CDATA[justiça social]]></kwd>
<kwd lng="pt"><![CDATA[discurso]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Alternative theoretical frameworks for mathematics education research]]></source>
<year>2016</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
