THE PRE-SCHOOLING MATHEMATICAL KNOWLEDGE IN THE COLOMBIAN PUBLIC EDUCATION (1960 - 1994)

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Published: 2011-03-10
DOI: https://doi.org/10.11600/ale.v3i1.35
Keywords:
school, pre-schooling, Subjectivity, Knowledge, Power, arithmetic.

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Óscar Leonardo Cárdenas Forero
Marcela Contreras Avellaneda
Dora Lilia Navarro Baquero

Abstract

Based on the archaeological-genealogical approach proposed by Michel Foucault, are traced and describe the conditions of life were intertwined and allowed the incursion of mathematical knowledge in school as a line of force that was established to enable the pre-schooling of children in Colombian public education in the 1960-1994 period. It shows so, how at one time broke mathematical knowledge in the school to nurture the formation of a new children's subjectivity, particularly the preschool child. Also, this historical journey aims to highlight the power games, the institutionalization of discourses, the establishment of new institutions, subject conceptions and interests that were in dispute at that particular time and that were installed as true policies. Thus, the claims are trying to leave and find the origin of the facts, the continued progression of social life to target on finding imbalances and disruptions and pursue the origin of things, recognizing that society , knowledge and the school itself are not in an evolutionary scale, but on the contrary, adopting different shapes and positions depending on the thresholds and the strata which characterize certain historical moments.

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Vol. 3 No. 1 (2011)

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Resultados de investigación
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