Resignificar la didáctica de la enseñanza de las matemáticas en la formación inicial de los maestros en contextos interculturales
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Fecha
2026
Autores
Torrealba Gutierrez, Ernesto Jesus
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El problema investigativo se sitúo en la desconexión entre los contenidos
matemáticos escolares y los saberes que viven en las comunidades Wiwa y
Wayuu, expresados en prácticas como el tejido, la siembra, la construcción, la
organización del espacio, la lectura del cielo, la observación de los ciclos
naturales, el conteo cotidiano, la medición con referentes corporales y territoriales,
así como en las formas comunitarias de transmisión del conocimiento. Esta
distancia no solo afecta la pertinencia de los procesos de enseñanza y
aprendizaje, también incide en la identidad cultural de los maestros en formación,
quienes pueden experimentar la escuela como un espacio que reconoce de
manera limitada su lengua, su memoria, sus trayectorias y sus modos propios de
comprender el mundo. Por ello, la tesis asume que enseñar matemáticas en
contextos interculturales implica reconocer que el territorio también enseña, que la
palabra de los mayores orienta, que el cuerpo guarda memoria y que las prácticas
culturales contienen pensamiento matemático situado.
La investigación se orientó desde un enfoque cualitativo, con perspectiva
histórico-hermenéutica y método etnográfico. La ruta metodológica se apoya en
entrevistas semiestructuradas, observación participante, círculos de palabra,
historias de vientres, revisión documental, diario de campo, análisis narrativo y
matrices de codificación cualitativa desarrolladas con apoyo de NVivo. Como
horizonte metodológico se configura la Espiral del Aprendizaje Vivo, comprendida
como un camino relacional que integra escuchar, caminar, observar, interpretar,
tejer sentidos y devolver a la comunidad lo construido. Este proceso permitió
organizar el corpus investigativo mediante codificación abierta, axial y selectiva,
garantizando trazabilidad entre las voces de sabedores, estudiantes, docentes,
documentos institucionales, referentes teóricos y hallazgos interpretativos
The research problem was situated in the disconnection between school mathematics content and the knowledge that lives within Wiwa and Wayuu communities, expressed in practices such as weaving, planting, building, spatial organization, sky reading, observation of natural cycles, everyday counting, measurement through bodily and territorial references, as well as communitybased forms of knowledge transmission. This distance not only affects the relevance of teaching and learning processes, but also influences the cultural identity of teachers in training, who may experience school as a space that only partially recognizes their language, memory, trajectories, and own ways of understanding the world. Therefore, the thesis assumes that teaching mathematics in intercultural contexts implies recognizing that the territory also teaches, that the word of the elders guides, that the body holds memory, and that cultural practices contain situated mathematical thinking. The research followed a qualitative approach, with a historical-hermeneutic perspective and an ethnographic method. The methodological route was supported by semi-structured interviews, participant observation, word circles, womb stories, documentary review, field diary, narrative analysis, and qualitative coding matrices developed with the support of NVivo. As a methodological horizon, the Spiral of Living Learning was configured, understood as a relational path that integrates listening, walking, observing, interpreting, weaving meanings, and returning to the community what was collectively constructed. This process made it possible to organize the research corpus through open, axial, and selective coding, ensuring traceability among the voices of knowledge keepers, students, teachers, institutional documents, theoretical references, and interpretive findings.
The research problem was situated in the disconnection between school mathematics content and the knowledge that lives within Wiwa and Wayuu communities, expressed in practices such as weaving, planting, building, spatial organization, sky reading, observation of natural cycles, everyday counting, measurement through bodily and territorial references, as well as communitybased forms of knowledge transmission. This distance not only affects the relevance of teaching and learning processes, but also influences the cultural identity of teachers in training, who may experience school as a space that only partially recognizes their language, memory, trajectories, and own ways of understanding the world. Therefore, the thesis assumes that teaching mathematics in intercultural contexts implies recognizing that the territory also teaches, that the word of the elders guides, that the body holds memory, and that cultural practices contain situated mathematical thinking. The research followed a qualitative approach, with a historical-hermeneutic perspective and an ethnographic method. The methodological route was supported by semi-structured interviews, participant observation, word circles, womb stories, documentary review, field diary, narrative analysis, and qualitative coding matrices developed with the support of NVivo. As a methodological horizon, the Spiral of Living Learning was configured, understood as a relational path that integrates listening, walking, observing, interpreting, weaving meanings, and returning to the community what was collectively constructed. This process made it possible to organize the research corpus through open, axial, and selective coding, ensuring traceability among the voices of knowledge keepers, students, teachers, institutional documents, theoretical references, and interpretive findings.
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Palabras clave
Educación intercultural, Educación matemática, Saberes ancestrales, Pueblos indígenas, Formación inicial de maestros