School curriculum, [mathematical] knowledge and social practices: other possibilities in an indigenous Gunadule community

Abstract

This article is the result of a study entitled (Re)interpretation of indigenous school curriculums in terms of [mathematics] knowledge from and for social practice: the case of Dule teachers from Alto Caimán. Our research project objective was to (re)signify the indigenous school curriculum in terms of [mathematics] knowledge from and for social practices in the Dule community of Alto Caimán. This qualitative study conducted from the socio-cultural perspective of mathematics education, with contributions of ethnomathematics and from interculturalism, and from a critical-dialectical perspective, was based on a collaborative investigation. From the results obtained in this study we learned that discussing indigenous school curriculums in terms of [mathematics] knowledge implies (re)conceptualizations, from which not only theoretical, political and cultural conceptions that underpin the type of society that one desires to build, but also the dialectic between social practices and [mathematics] knowledge are evidenced.