Resumo

NOVAES, Joana Inês; GONCALVES, Harryson Júnio Lessa  e  SANTANA, Marcela Lopes de. Mathematics education in the Bolivian children's curriculum. Ciência educ. [online]. 2024, vol.30, e24012.  Epub 17-Abr-2024. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320240012.

This article examines the current core curriculum for Bolivian children’s education, known as the Initial Education Study Program in a Schooled Community Family, in terms of its overall structure and, more specifically, how mathematics is taught. The discussions are conducted based on authors who have researched colonial and mathematical themes in children's education. The legislation describes the curriculum as a decolonizing and liberating tool for articulating local culture while allowing society to influence decision-making concerning educational policies. The curriculum of mathematical education emphasizes intraculturality and interculturality through guiding themes, allowing for the rebuilding of family and community knowledge, facilitating cultural dialogue, ensuring the visibility and exchange of other epistemic logics, and contributing to the construction of decolonized thought.

Palavras-chave : Children's education; Mathematical education; Intercultural curriculum; Decolonization; Cultural exchange.

        · resumo em Português     · texto em Português     · Português ( pdf )