Conceptos filosóficos de la insubordinación creativa en la investigación en etnomodelación
DOI:
https://doi.org/10.23925/1983-3156.2022v24i2p353-383Palabras clave:
Insubordinación Creativa, Etnomodelación, Enfoque Global, Enfoque Glocal, Enfoque Local.Resumen
La aplicación de métodos de modelación tiene sentido para investigadores y educadores cuando estos profesionales examinan los patrones matemáticos desarrollados por miembros de culturas distintas. Actualmente, un tema importante en la Educación Matemática es su tendencia a valorar una orientación local en su paradigma de investigación. Así, es necesaria la búsqueda de metodologías innovadoras, como la Etnomodelación, para registrar las formas históricas de las ideas, procedimientos y prácticas matemáticas desarrolladas en diferentes contextos culturales. Sin embargo, la Etnomodelación no es un intento de reemplazar las Matemáticas escolares/académicas globalizadas, sin embargo, es necesario reconocer la existencia de conocimientos matemáticos locales en el currículo escolar. Este contexto posibilitó el surgimiento de la insubordinación creativa de la Etnomodelación al suscitar una perturbación que provocó una revisión de las reglas y normas en el proceso de Modelación Matemática. Este proceso provocó un debate sobre la naturaleza de las Matemáticas en relación con la cultura al proponer un diálogo entre enfoques locales y globales de manera dialógica. Así, el principal objetivo de este artículo es discutir la filosofía de la Etnomodelación como una insubordinación creativa de la Educación Matemática y también como un proceso de glocalización.
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