Aprendizaje dialógico en una escuela en posición de frontera: desarrollo de un escenario de investigación, con las ideas matemáticas poderosas de la inflación y devaluación del peso
No hay miniatura disponible
Fecha
2026
Autores
Márquez Patiño, Ruddy Adriana
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas Y Sociales
Facultad de Ciencias Jurídicas Y Sociales
Resumen
La enseñanza de la matemática atraviesa una crisis relacionada con la forma en que se configuran las dinámicas del aula y la interacción entre sus actores. En este contexto, las
ideas matemáticas poderosas se proponen como herramientas para abordar fenómenos como la inflación y la devaluación del peso, vinculando las matemáticas con intereses
sociales, culturales y políticos.
El objetivo principal de la investigación fue identificar nociones y características a partir de los actos dialógicos en un escenario de aprendizaje con estudiantes de cuarto grado en una escuela de frontera. Entre los objetivos específicos se incluyeron el diseño de dicho escenario, la caracterización del aprendizaje dialógico y el análisis de sus potencialidades y dificultades.
El estudio se enmarcó en el paradigma sociocrítico con enfoque cualitativo y utilizó la Investigación Acción como método. Se desarrolló en cinco fases: diagnóstica, planeación,
ejecución, tratamiento y construcción teórica. Las técnicas empleadas fueron las narrativas y la observación participante, apoyadas en notas de campo.
Los resultados evidencian que el aprendizaje dialógico promueve una participación horizontal, donde el docente deja de ser una figura autoritaria y se construye una microdemocracia en el aula. Esto favorece la reflexión, la curiosidad y el pensamiento crítico, especialmente en contextos de frontera.
Se concluye que esta propuesta rompe con modelos tradicionales y promueve una pedagogía transformadora basada en la indagación y la inteligencia colectiva. Las
actividades diseñadas permitieron comprender fenómenos económicos mediante experiencias significativas, fortaleciendo el pensamiento lógico y la construcción de
conocimientos contextualizados.
Mathematics education is facing a crisis related to the way classroom dynamics are structured and the interactions among its participants. In this context, powerful mathematical ideas are proposed as tools for addressing phenomena such as inflation and the devaluation of the peso, linking mathematics to social, cultural, and political concerns. The main objective of the research was to identify concepts and characteristics based on dialogic interactions in a learning scenario with fourth-grade students at a border school. Specific objectives included designing this scenario, characterizing dialogic learning, and analyzing its potential and challenges. The study was grounded in the sociocritical paradigm with a qualitative approach and employed action research as its method. It was conducted in five phases: diagnosis, planning, implementation, analysis, and theoretical construction. The techniques used were narrative analysis and participant observation, supported by field notes. The results show that dialogic learning promotes horizontal participation, where the teacher ceases to be an authoritarian figure and a micro-democracy is built in the classroom. This fosters reflection, curiosity, and critical thinking, especially in border contexts. It is concluded that this proposal breaks with traditional models and promotes a transformative pedagogy based on inquiry and collective intelligence. The activities designed enabled students to understand economic phenomena through meaningful experiences, strengthening logical thinking and the construction of contextualized knowledge.
Mathematics education is facing a crisis related to the way classroom dynamics are structured and the interactions among its participants. In this context, powerful mathematical ideas are proposed as tools for addressing phenomena such as inflation and the devaluation of the peso, linking mathematics to social, cultural, and political concerns. The main objective of the research was to identify concepts and characteristics based on dialogic interactions in a learning scenario with fourth-grade students at a border school. Specific objectives included designing this scenario, characterizing dialogic learning, and analyzing its potential and challenges. The study was grounded in the sociocritical paradigm with a qualitative approach and employed action research as its method. It was conducted in five phases: diagnosis, planning, implementation, analysis, and theoretical construction. The techniques used were narrative analysis and participant observation, supported by field notes. The results show that dialogic learning promotes horizontal participation, where the teacher ceases to be an authoritarian figure and a micro-democracy is built in the classroom. This fosters reflection, curiosity, and critical thinking, especially in border contexts. It is concluded that this proposal breaks with traditional models and promotes a transformative pedagogy based on inquiry and collective intelligence. The activities designed enabled students to understand economic phenomena through meaningful experiences, strengthening logical thinking and the construction of contextualized knowledge.
Descripción
Palabras clave
Aprendizaje dialógico, Posición de frontera, Escenario de investigación, Ideas matemáticas poderosas, Devaluación del peso
