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Los negros no son buenos para las matemáticas: ideologías raciales y prácticas de enseñanza de las matemáticas en Colombia

    1. [1] Universidad Santiago de Cali

      Universidad Santiago de Cali

      Colombia

  • Localización: Revista CS, ISSN-e 2011-0324, Nº. 16, 2015 (Ejemplar dedicado a: Desigualdades étnico-raciales (Mayo-Agosto)), págs. 173-210
  • Idioma: español
  • DOI: 10.18046/recs.i16.1909
  • Títulos paralelos:
    • “Os negros não são bons em matemática”: Ideologias raciais e práticas de ensino da matemática na Colômbia
    • “Blacks aren’t good for math”: Racial ideologies and mathematics teaching practices in Colombia
  • Enlaces
  • Resumen
    • español

      El estudio explora las formas en la que las identidades raciales de los estudiantes nutren las expectativas de los maestros y configuran las prácticas de enseñanza del álgebra. Usando el método comparativo y un enfoque interpretativo, se analizaron las ideologías raciales y las prácticas de enseñanza de tres maestros de matemáticas en diferentes contextos sociales, culturales y raciales en Cali. Los resultados indican la presencia en la escuela de ideologías sobre los estudiantes negros que los posicionan como incapaces de aprender matemáticas. Estas ideologías se traducen en prácticas de enseñanza e interacciones  pobres que podrían explicar su bajo desempeño en matemáticas. Se discuten algunas implicaciones para la investigación y la formación de maestros.

    • English

      The study focuses on the forms wherein student racial identities nurture and shape teacher expectations and influence the teaching practices of algebra. Using a comparative method and an interpretative approach, racial ideologies and teaching practices of three different mathematics teachers in three different social, cultural and racial contexts in Cali, Colombia were studied. The findings highlight the prevalence of cultural and class deficit views about black students that position them as incapable of learning mathematics. These racial ideologies translate into poor teaching practices and interactions that could explain their low mathematics performance. Implications for research and teacher education are suggested.and forces them to stake resources to distinguish or being consistent the private and the public.

    • português

      O estudo explora as formas na que as identidades raciais dos estudantes nutrem as expectativas dos professores e configuram as práticas de ensino da álgebra. Usando o método comparativo e um enfoque interpretativo, se analisaram as ideologias raciais e as práticas de ensino de três professores de matemática em diferentes contextos sociais, culturais e raciais em Cali. Os resultados indicam a presença na escola de ideologias sobre os estudantes negros que os posicionam como incapazes de aprender matemática. Estas ideologias se traduzem em práticas de ensino e interações pobres que poderiam explicar o seu baixo desempenho em matemática. Discutem-se algumas implicações para a pesquisa e a formação de professores.

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