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Inequidades raciales y educación matemática

  • Autores: Luz Edith Valoyes Chávez
  • Localización: Revista colombiana de educación, ISSN 0120-3916, ISSN-e 2323-0134, Nº. 73, 2017 (Ejemplar dedicado a: Dossier: Equidad y educación matemática, parte 1 (jul-dic); 153.177), págs. 129-152
  • Idioma: español
  • DOI: 10.17227/01203916.73rce127.150
  • Títulos paralelos:
    • Inequidades raciais e educação matemática
    • Racial Inequality and Mathematics Education
  • Enlaces
  • Resumen
    • español

      En Colombia, los estudiantes de minorías étnicas y raciales obtienen sistemáticamente bajos desempeños en matemáticas en pruebas estandarizadas. Sin embargo, pocos estudios han abordado la problemática de la inequidad racial en el acceso al saber matemático. El presente documento pretende contribuir a visibilizar y generar discusión entre la comunidad nacional de educación matemática alrededor de esta problemática. Para ello, se analizan las relaciones entre raza, poder y educación matemática en Colombia. El propósito principal es caracterizar la forma en la cual representaciones sociales dominantes sobre las comunidades negras ingresan al sistema de prácticas de la educación matemática para configurar las experiencias matemáticas de los estudiantes, sus identidades y los resultados de aprendizaje. Con base en los desarrollos teóricos de la sociología crítica, uso la noción de ideología racial (Bonilla-Silva, 2010) como instrumento de análisis de las narrativas que dos maestros construyen para justificar y explicar los resultados de aprendizaje de las matemáticas de estudiantes negros en sus clases. Resultados del análisis indican que los maestros apelan a representaciones dominantes sobre las comunidades negras para posicionar a los estudiantes como incapaces de desarrollar pensamiento matemático. Finalmente, señalo algunas líneas de investigación que podrían contribuir a fortalecer el debate sobre las relaciones entre raza, poder y educación matemática en el país.

    • English

      In Colombia, ethnic and racial minority students systematically underachieve in mathematics standardized tests. However, few studies have addressed the issue of inequity in mathematics education along racial lines. This article is aimed to initiate discussions within the mathematics education research community around this issue. In doing so, I analyze the relations between race, power and mathematics education in Colombia. The main purpose is to characterize the way in which dominant social representations over black communities enter into the system of practices of mathematics education to configure students’ mathematical experiences, their identities, and learning outcomes. Based on theoretical developments of critical sociology, I use the notion of racial ideology (Bonilla-Silva, 2010) as an instrument for analyzing the narratives that two teachers convey to justify and explain the mathematics learning outcomes of black students in their classes. The results of the analysis indicate that teachers appeal to dominant representations of Blacks to position the students as incapable of developing mathematical thinking. Finally, I outline some lines of research that could contribute to strengthening the debate on the relationship among race, power and mathematics education in Colombia.

    • português

      Na Colômbia, os estudantes de minorias étnicas e raciais apresentam sistematicamente baixos desempenhos em matemáticas em provas padronizadas. Contudo, poucos estudos têm abordado a problemática da inequidade racial no acesso ao saber matemático. O presente documento visa visibilizar e gerar discussão entre a comunidade nacional de educação matemática ao redor dessa problemática. Para isso, analisam-se as relações entre raça, poder e educação matemática na Colômbia. O propósito principal é caracterizar a forma na qual as representações sociais dominantes sobre as comunidades negras começam a fazer parte do sistema de práticas da educação matemática para configurar as experiências matemáticas dos estudantes, suas identidades e os resultados de aprendizagem. Com base nos desenvolvimentos teóricos da sociologia crítica, uso da noção de ideologia racial (Bonilla-Silva, 2010) como instrumento de análise das narrativas que dois maestros constroem para justificar e explicar os resultados de aprendizagem das matemáticas de estudantes pretos nas suas aulas. Os resultados da análise indicam que os maestros utilizam as representações dominantes sobre as comunidades negras para mostrar os estudantes como incapazes de desenvolver pensamento matemático. Finalmente, assinalam-se algumas linhas de pesquisa que poderiam contribuir com o fortalecimento do debate sobre as relações entre raça, poder e educação matemática no país.

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