Reposicionando las etnomatemáticas en el contexto europeo como una cuestión de justicia social

• Autores: Charoula Stathopoulou
• Localización: Revista Latinoamericana de Etnomatemática, ISSN-e 2011-5474, Vol. 15, Nº. Extra 0, 2022, págs. 42-58
• Idioma: español
• DOI: 10.22267/relatem.2215E.97
• Títulos paralelos:
  • Reposicionando a etnomatemática no contexto europeu como uma questão de justiça social: -
  • Repositioning Ethnomathematics in European Context as a Matter of Social Justice: -
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El objetivo de este artículo teórico es por un lado resaltar la necesidad de repensar la EM –considerándola como un campo dinámico de conocimiento y acción, y teniendo en cuenta el contexto en el que las EM han surgido y se han desarrollado en contrapunto con las condiciones globales actuales. Por otro lado este artículo demuestra la importancia de una perspectiva de EM dentro del contexto europeo; esto requiere un cambio desde la experiencia del colonialismo, en el cual Europa tenía el papel central y formativo, hacia el fenómeno más reciente de la colonialidad, es decir, con las estructuras, epistemologías y relaciones de poder que mantienen las jerarquías sociales y culturales, en particular aquellas estructuras institucionales y sociales que constituyen e informan la educación y la educación matemática. Europa, identificada como una totalidad con el ejercicio del poder, ha hecho menos explícito el reconocimiento de las relaciones de poder asimétricas dentro de sus propios límites geográficos; esta situación también ha estorbado el desarrollo de las EM en el contexto europeo. La identificación dentro de Europa del Sur Simbólico (Santos, 2015), y las formas asociadas de epistemicidio del conocimiento (matemático) que proviene de poblaciones fuera de la corriente principal (marginadas) dentro de Europa, por ejemplo las prácticas matemáticas de los Romá, activaron conjuntamente los esfuerzos reflejados en este artículo. Métodos de las etnomatemáticas, informados por el análisis del Sur Simbólico presente en las comunidades europeas y las estructuras en curso de la colonialidad que crean epistemicidio, pueden responder a cuestiones de inequidad y de justicia social. Las EM en el contexto europeo y en diálogo con teorías no estructurales también pueden ampliar la perspectiva y métodos típicos de las EM.

  • English

    The aim of this theoretical article is to, on the one hand, highlight the need for rethinking about EM—considering it as a dynamic field of knowledge and action, and taking into consideration the context in which EM has emerged and developed in counterpoint with current global conditions. On the other hand, this article demonstrates the importance of an EM perspective within the European context; this requires a shift from the experience of colonialism, within which Europe had the central and formative role, toward the more recent phenomenon of coloniality, that is, with the structures, epistemologies, and power relations that maintain societal and cultural hierarchies, in particular, those institutional and social structures that constitute and inform education and mathematics education. Europe, identified as a totality with the exercise of power, has made the recognition of asymmetric power relations within its own geographic boundaries less explicit; this situation has also hampered the development of EM in the European context. The identification within Europe of the Symbolic South (Santos, 2015), and the associated forms of epistemicide of (mathematics) knowledge that comes from out-of-mainstream (marginalized) populations within Europe, for example Roma mathematical practices, activated together the efforts reflected in this article. Methods of ethnomathematics, informed by the analysis of the Symbolic South present in European communities and ongoing structures of coloniality that create epistemicide, can respond to issues of inequity and social justice. ME in the European context and in dialogue with non-structural theories can also broaden the typical EM perspective and methods.

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