Surcando caminos de interculturalidad sustentados en la Etnomatemática

Abstract

This paper narrates facts and consequences of a course focused on Interculturality and Ethnomathematics developed in a Venezuelan Pedagogical University. The reflection is centered on Ethnomathematics and the development of "curricular ethnomathematics micro-projects". The form of the group work was cooperative, with each team chosing a culture and an important cultural symbol in it, to allow for the reconstruction of this cultural practice in the classroom. This was materialized through a forum and supplemented with visits to schools in indigenous populations, which have been developing the Intercultural Bilingual Education Program (PEIB) of that University. During the course various aspects associated with the idea of mathematics in different cultures were developed, which allowed us to initiate research on Teacher Education and Ethnomathematics, emphasizing the identification, evaluation and description of mathematical practices that take place outside school (mathematics in the design and construction of: blowguns, indigenous baskets, musical instruments, houses). In the medium-term (5 years), the products emerging because of the impulse of the course are: Ethnomathematics training courses, MA and PhD postgraduate work, research projects and numerous publications in conferences and scientific journals.

Keywords

• Mathematics Education
• Ethnomathematics
• Interculturality
• Teacher Education