Concerns of Critical Mathematics Education – and of Ethnomathematics

• Skovsmose, Ole ^[1]
  1. [1] Universidade Estadual Paulista

     Universidade Estadual Paulista

     Brasil

     
• Localización: Revista colombiana de educación, ISSN 0120-3916, ISSN-e 2323-0134, Nº. 86, 2022 (Ejemplar dedicado a: Diversidad y matemática (parte 1)), págs. 361-378
• Idioma: inglés
• DOI: 10.17227/rce.num86-13713
• Títulos paralelos:
  • Preocupações da Educação Matemática Crítica e da Etnomatemática
  • Preocupaciones de la educación matemática crítica y de la etnomatemática
• Enlaces
  • Texto completo
• Resumen
  • español

    La educación matemática crítica puede caracterizarse por sus múltiples preocupaciones. En este artículo, me refiero a cuatro de ellas relacionadas con la justicia social y la política, el poder y las matemáticas, las posibilidades de futuro de los estudiantes y la estructuración sociopolítica de la educación, todas ellas interrelacionadas e integradas. Estas preocupaciones son compartidas por gran parte del trabajo realizado en etnomatemáticas. Sin embargo, hay que discutir en cada caso hasta qué punto un estudio etnomatemático se vuelve crítico. Considero que las preocupaciones de la educación matemática crítica son un reto importante para la etnomatemática. 

  • português

    A educação matemática crítica pode ser caracterizada por suas múltiplas preocupações. Neste artigo, faço quatro delas relacionadas à justiça social e política, o poder e as matemáticas, as possibilidades de futuro dos alunos e estruturação sociopolítica da educação, todos inter-relacionados e integrados. Essas preocupações são compartilhadas por grande parte do trabalho feito em etnomatemática. No entanto, é necessário discutir em cada caso em que medida um estudo etnomatemático se torna crítico. Considero que as preocupações da educação matemática crítica são um importante desafio para a etnomatemática. 

  • English

    Critical mathematics education can be characterized by its many concerns. I refer here to four of them connected to social justice and politics, power and mathematics, students’ future possibilities, and the socio-political structuring of education, all of which are interrelated and integrated. Those concerns are shared by much work done in ethnomathematics. However, to what extent an ethnomathematical study turns critical must be discussed in every case. I see the concerns of critical mathematics education as an important challenge to ethnomathematics. 

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