Modelo metodológico comparativo para estudios etnomatemáticos.
The research described in this document presents the methodological model (MOC-ETNO), as a theoretical contribution, made up of four phases, description, interpretation, comparison and actions, to identify and contrast the ancestral practices of the Wayúu culture with other ethnic groups concerning...
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| Formato: | Tesis y disertaciones (Maestría y/o Doctorado) |
| Lenguaje: | spa |
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Universidad Antonio Nariño
2021
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| Acceso en línea: | http://repositorio.uan.edu.co/handle/123456789/1947 |
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| Sumario: | The research described in this document presents the methodological model (MOC-ETNO), as a theoretical contribution, made up of four phases, description, interpretation, comparison and actions, to identify and contrast the ancestral practices of the Wayúu culture with other ethnic groups concerning both knowing and doing with regard to standards of measurement. The model is supported and theoretically based on each of the dimensions of the ethnomathematics program, with special emphasis on universal mathematical activities as proposed by Bishop, and on the use of the comparative method with the purpose of generating intercultural dialogues.
This perspective allows a contribution from the ethnomathematical scientific research program, which aims to describe and interpret the particular ways of knowing of the different cultural groups in their effort to subsist and transcend, as well as support for the growth of mathematical content which is brought to the classroom with its respective teaching strategies. The research is located within the qualitative-hermeneutical research paradigm, with a relativistic and ethnographic approach (for the application of said methodological model); it tries to describe or interpret some human phenomena, often in the words of the selected individuals (informants), instead of considering the researcher's perspective.
The practical contributions of this research can be synthesized in three aspects: first, development and analysis of an ethnographic study, which makes it possible to make visible the mathematical activity of measurement in the cultural practices of the group; second, the comparison (intercultural dialogue) with some standard units and categories in each cultural group, which supports said dialogue; and third, the design of didactic activities contextualized in their cultural practices according to the ethnography previously carried out, and implemented in the classroom under some orientations of the notion of objectivity and aims of ethnomathematics. |
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