Entre narrativas y experiencias: trayectorias de profesoras y profesores colombianos situados en el enfoque sociopolítico de la educación matemática

Abstract

For over a decade, teachers and researchers in Colombia have shown interest in studying the sociopolitical approach to Mathematics education to imagine, rethink and explore the role of this discipline in the construction of society. Reflecting on my own life path, and finding in this theoretical approach a possibility to transform my work as a Mathematics teacher, I was motivated to set the goal of developing understandings of the lived experience with the sociopolitical approach to Mathematics education from the narrative of teachers who, in their post-graduate training, found in these theoretical ideas the support to develop their pedagogical and/or research practices. Theoretically, I return to the idea of experience, understood as “that which happens to me” and that, as it happens to me, shapes and transforms me, constitutes me and makes me who I am, because it leaves a mark on me. Under this idea, it is possible to recognize three dimensions of experience through which I allowed myself to structure the theoretical reference that supports my research. The “it”, which is the event that refers to the encounter with the sociopolitical approach of Mathematics education; the “me”, that is, the political subject or subject of experience; and the “happening”, or the movement constituted by the (auto)biographical narrative research. The latter emerges as the language that allows me to approach the personal, academic and professional trajectories of Camilo, Nancy, Astrid, Lina, Rocío, Alonso, Luis Carlos, María and Yury, who decided to participate with me in the development of this investigative adventure. In the final part, I present my understanding of the experience of the participating teachers through three integrated units of meaning ‒UNIS‒ that show the fabric built from the process of narrative interpretation of monads. It is possible to find in them some distinctive features that, in turn, allow to portray events and movements in the life trajectories of the participants. Regarding the latter, I recognize that the act of listening to what the participants must narrate enables the production of legitimate knowledge. Therefore, reading this narrative adventure allows readers to relive their own experience as educators, researchers, political subjects and subjects of experience who think, yearn for and contribute to the construction of other possible worlds from the perspective of Mathematics education.