Desarrollando un plan de estudios alternativo para la enseñanza de las matemáticas en una facultad de detención adoptando una perspectiva etnomatemática

• Fovos, Ioannis ^[1]
  1. [1] University Of Thessaly

     University Of Thessaly

     Dimos Volos, Grecia

     
• Localización: Revista Latinoamericana de Etnomatemática, ISSN-e 2011-5474, Vol. 15, Nº. Extra 0, 2022, págs. 23-41
• Idioma: español
• DOI: 10.22267/relatem.2215E.98
• Títulos paralelos:
  • Developing an alternative curriculum for mathematics teaching in a detention faculty adopting an ethnomathematics perspective
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En Grecia, como más o menos en todo el mundo, el curriculo es una cuestión de las autoridades centrales y los profesores pueden solamente aplicarlo en sus clases, sin ninguna conexión con el conjunto del proceso curricular.

    La población estudiantil en los colegios carcelarios y sobre todo los reclusos jóvenes, demuestran frecuentemente rechazo escolar, inadecuación académica y fracaso, que conducen a autoestima baja (Mallet, 2014). Barreras comunes a la participación son la falta de motivación – a menudo a causa de la ausencia de cualquier sentido y de formación de identidad en prisión – y previas experiencias negativas (Liebling, 2011), especialmente en colegios secundarios, donde frecuentemente ellos empiezan a hacer novillos.

    Trabajando como profesor por mucho tiempo en un colegio carcelario de secundaria en Volos (Grecia), enfrenté el reto de reconsiderar el curriculo formal. Siguiendo una perspectiva de etnomatemáticas, un curriculo alternativo se ha desarrollado, con el fin de satisfacer las necesidades y las expectativas de los reclusos jóvenes, como una cuestión de justicia social, teniendo en cuenta la necesidad de técnicas y estrategias que puedan ayudar a desenredar y que respondan a las estructuras anteriores como parte de una investigación, política y práctica en desarrollo.

    Los presos jóvenes que siguen el curriculo formal aplicado en las clases comunes, enfrentan varios problemas, como la falta de libros apropiados, la necesidad de motivar y de abordar exitosamente dificultades educativas, psicológicas y ambientales y la necesidad de desarrollar un marco de prácticas y de materiales alternativos de enseñanza, basados en una educación multicultural con la enseñanza y el aprendizaje de matemáticas, como en el caso del campo de  etnomatemáticas.

  • English

    In Greece, as more or less all over the world, the curriculum is a matter of central authority and teachers can only apply it in their classrooms, without any connection to the whole curriculum development process.

    Students’ population in prison schools, and especially young prisoners, often show school denial, poor performance, academic inadequacy, and failure, leading to low self-esteem (Mallett, 2014). Common barriers to participation are lack of motivation —often because of the absence of any means for meaning-making and identity formation in prison— and previous negative education experiences (Liebling, 2011) especially in secondary school when they frequently begin to truant.

    Working, as teacher, for long time in the secondary school of a youth detention center in Greece, I faced the challenge to reconsider the formal curriculum. Following an ethnomathematics perspective, an alternative curriculum is developing aiming to meet young prisoners’ needs and expectations as a matter of social justice, taking into consideration the need of techniques and strategies that can help to untangle and respond to above structures as part of ongoing research, policy, and practice.

    The young detainees following the official curriculum applied in the mainstream classes are faced with various problems, such as lack of appropriate schoolbooks, the need to motivate and successfully address educational, psychological and environmental difficulties, and the need for developing a framework for alternative teaching practices and materials based on a multicultural education with the teaching and learning of mathematics, as is the case in the field of ethnomathematics is dictated.

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