Expertos internacionales debaten sobre educación intercultural en la UC

intercultural1

El seminario “Educación Matemática Intercultural: Curriculum, Lengua y Pueblos Originarios” se realizó el jueves 18 de mayo. El evento contó con el apoyo de la Facultad de Educación UC, CEPPE UC, Centro de Estudios Interculturales e Indígenas (CIIR) y la Fundación SM.

Hasta el Salón Irarrázaval de la Casa Central de la UC llegaron cerca de 200 profesores y estudiantes interesados para asistir al Seminario “Educación Matemática Intercultural: Curriculum, Lengua y Pueblos Originarios”.

El evento contó con la participación de expertos internacionales en la materia como son: Tony Trinick de la U. de Auckland; Mariana Leal Ferrerira de la U. Estatal de San Francisco; Daniel Orey de la U. Federal de Ouro Preto y Marta Civil de la U. de Arizona.

El seminario, que contó con el apoyo de la Facultad de Educación UC, CEPPE UC, el Centro de Estudios Interculturales e Indígenas (CIIR) y la Fundación SM, se realizó en el marco de la semana de reflexión “Educación Matemática Intercultural desde los Pueblos Originarios: proyecciones a partir de la Experiencia Internacional”.

intercultural2

El investigador Daniel Orey fue el encargado de abrir las ponencias. Según el académico, para enseñar matemáticas es necesario considerar las ideas locales respecto a la materia de la comunidad con la que se va a trabajar. Orey llama a esto Etnomodelación, que “es la traducción de ideas locales matemáticas, procedimientos y prácticas en las que el prefijo etno se refiere al conocimiento matemático específico desarrollado por los miembros de grupos culturales distintos”.

En esa lógica, dijo Orey, es necesario considerar el contexto social, “la realidad y los intereses de los estudiantes y hay que evitar la imposición de un conjunto de valores externos y actividades curriculares descontextualizadas sin significado para ellos”, a la hora de aprender matemáticas con pueblos distintos al original de quien enseña, por ejemplo.

intercultural4

Una idea que, también, plasmó en su discurso la Decana de la Facultad de Educación de la UC, Lorena Medina, quien señaló que Chile tiene mucho trabajo por hacer en educación intercultural y “más aún acerca de los aprendizajes disciplinares como las matemáticas en contextos culturales y étnicamente diversos. Es necesario aprender a convivir en la diversidad y superar la “no comunicación” entre los distintos actores del proceso escolar”.

Los desafíos expuesto por Medina tienen sentido no sólo en Chile. Así lo entendió y explicó durante su charla Tony Trinick de la U. de Auckland. El experto dijo que “para enseñar matemática en otro idioma como indígena (mapudungún o maorí), es necesario, también, tener conocimiento del contexto cultural”.

¿El lenguaje tiene influencia en cómo nos comportamos o cómo percibimos el mundo? Según Trinick, sí: “Las diferentes estructuras gramaticales de idiomas de otros pueblos tienen un impacto en la comprensión de las matemáticas y de cómo percibimos el mundo”.

intercultural5

El académico de la U. de Auckland señaló que “el idioma universal de matemática usado en las aulas ha evolucionado poco. No han sido muchas las palabras integradas, una de ellas, podríamos decir que es nano segundo”.

En cambio, explicó Trinick, para enseñar matemáticas en pueblos indígenas “las nuevas ideas se van introduciendo casi semanalmente. Esta ha sido nuestra experiencia con el pueblo maorí”.

Información periodística: Paulina Salazar, pasalazarv@uc.cl.

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1 × SELECT `data` FROM `educacion_session`

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1 × UPDATE `educacion_session` SET `data` = '__default|a:8:{s:15:\"session.counter\";i:1;s:19:\"session.timer.start\";i:1743918691;s:18:\"session.timer.last\";i:1743918691;s:17:\"session.timer.now\";i:1743918691;s:24:\"session.client.forwarded\";s:12:\"3.17.156.160\";s:8:\"registry\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:4:\"user\";O:5:\"JUser\":25:{s:9:\"\0*\0isRoot\";b:0;s:2:\"id\";i:0;s:4:\"name\";N;s:8:\"username\";N;s:5:\"email\";N;s:8:\"password\";N;s:14:\"password_clear\";s:0:\"\";s:8:\"usertype\";N;s:5:\"block\";N;s:9:\"sendEmail\";i:0;s:12:\"registerDate\";N;s:13:\"lastvisitDate\";N;s:10:\"activation\";N;s:6:\"params\";N;s:6:\"groups\";a:0:{}s:5:\"guest\";i:1;s:13:\"lastResetTime\";N;s:10:\"resetCount\";N;s:10:\"\0*\0_params\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:14:\"\0*\0_authGroups\";a:1:{i:0;i:1;}s:14:\"\0*\0_authLevels\";a:2:{i:0;i:1;i:1;i:1;}s:15:\"\0*\0_authActions\";N;s:12:\"\0*\0_errorMsg\";N;s:10:\"\0*\0_errors\";a:0:{}s:3:\"aid\";i:0;}s:20:\"com_rsfirewall.geoip\";s:2:\"US\";}' , `time` = '1743918692'
1 × UPDATE educacion_content SET hits = hits + 1
1 × SHOW FULL COLUMNS FROM `educacion_rsfirewall_logs
1 × INSERT INTO `educacion_session` (`session_id`, `client_id`, `time`) VALUES ('fe75193b70c5f09f571f6a83fdc7a99b', 0, '1743918691'
1 × DELETE FROM `educacion_session`

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