Abstract

UNZUETA MORALES, Sandra. Knowledge dialogue as a didactic, critic,reflexive, transforming and emancipating pedagogic method for mathematics textbooks. Rev. de Inv. Educ. [online]. 2012, vol.5, n.3, pp.171-203. ISSN 1997-4043.

A rewarding dialogue between popular and traditional and institutíonal knowledge as well as researching and socializing mathematics criteria, concepts, traditions of our natíons and their cultures in order for them to become part of the theoretical and practical tasks represent pedagogic and practical essentíal actívitíes. Textbooks, among other optíons of this nature, allow our teachers and students to develop a leading role and to feel as an active part of the process, since mathematics exists in their routine, history and future. This reality becomes internalized through the knowledge dialogue as a pedagogic, didactic, critical, reflexive, transforming and emancipating methodology. These ideas are equally valid for other áreas, including adaptations and specificities. However, it is interesting to focus in mathematics because this science has an unjustified reputadon of being difficult to understand and only reserved to certain people. Resorting to knowledge dialogue as a methodological option allows validating different and alternative, appropriate and efficient ways to build up knowledge and to stop it from being reserved to only a limited group of people. From this perspective, this methodology is transforming, emancipating and corresponds to the political commitment regarding the important transformation processes that the región is currently experiencing.

Keywords : knowledge dialogue; pedagogic didactic method; textbooks; reflexive critique, transform, emancípate.

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