“Bueno, niños, vamos a ahorrar, ¡vamos a hacer que la vida sea color de rosa!”: profesoras y profesores de básica primaria de Colombia apropiándose de prácticas de numeramiento de la educación económica y financiera

Abstract

This research focuses on elementary school teachers appropriating numeracy practices related to Economic and Financial Education (EEF) as they elaborate a pedagogical proposal that they could develop with their students. The protagonists of this study -13 teachers of the District Educational Institution (IED) Fernando Mazuera Villegas in the city of Bogotá (Colombia)- participated in virtual meetings during the months of February to June 2020, organized in focus group dynamics for discussion of the official guiding documents of EEF in Colombia and for the elaboration of pedagogical proposals. For the construction of the empirical material, having ethnography as research logic, semi-structured interviews and virtual meetings were taken into account, which were recorded and in which teachers discussed and reflected on the official documents: National Strategy for Economic and Financial Education and the Pedagogical Guidelines for Economic and Financial Education, proposed by the National Government and the Ministry of National Education, as well as elaborated pedagogical proposals for students of Primary Basic Education. The ways of appropriation of numeracy practices by teachers were identified in the discursive interactions that took place virtually due to the Covid-19 pandemic between the months of February and June 2020. The analysis seeks to recognize in the positionings assumed by the subjects, the tensions that involve the processes of appropriation of concepts, procedures, ideas and values of the EEF, analyzing them according to theoretical assumptions of Paulo Freire in dialogue with the perspective of appropriation of numeracy practices developed by the Group of Numeracy Studies (GEN) whose research program this work integrates.