Abstract

CHARRY, Óscar; JARAMILLO, Diana  and  TAMAYO, Carolina. [Mathematics] Curriculum: a problematization of the dichotomy theory/practice from a Chocoan territory. Educ. Real. [online]. 2020, vol.45, n.3, e106760.  Epub Oct 21, 2020. ISSN 2175-6236.  https://doi.org/10.1590/2175-6236106760.

In this paper we problematize the relationships between theory and practice (theory/practice) in the field of [mathematics] curriculum from and for a Colombian indigenous territory. Relationships that, in curricular terms, are a problem since they seem to be hierarchical. This paper is derived from a doctoral research in progress; a study in which we assume a deconstructionist therapeutic attitude for the conduct of academic research, inspired by the work of the philosophers Wittgenstein and Derrida; at the same time, we made some articulations with Foucauldian studies, in order to think about the [mathematics] curriculum from a post-structuralist perspective. Thus, first, we present the Chocoan territory where this doctoral research is being carried out. Later, we show some approaches between Wittgenstein’s and Derrida’s works to think - see in other ways - about research in the field of Mathematical Education, inspired by Antonio Miguel’s investigations. Then, we establish some approaches with Foucault to discuss the relationships between theory/practice in the [mathematics] curricular field. Finally, we present some emergent reflections to think about the [mathematics] curriculum in the Educational Institution Katío Chamí (Chocó, Colombia), showing how, in the proposal of the Tejido de Saberes, typical of this community, the dyad theory/practice is not isolated; this dyad becomes a unity. Theory/practice are together and in harmony with nature.

Keywords : Wittgenstein; Deconstructionist Therapy; Foucauldian Perspective; Weaving of Knowledge; Indigenous Education.

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