Etnomatemática e interculturalidad en la enseñanza del pensamiento espacial en estudiantes wayúu de grado sexto en Muurai
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Universidad de Manizales
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Abstract
El presente estudio tuvo como objetivo comprender los aprendizajes construidos en torno al pensamiento espacial por estudiantes wayúu de grado sexto, a partir de la sistematización de una experiencia etnomatemática desarrollada en un contexto etnoeducativo. La investigación se inscribe en un enfoque cualitativo de carácter comprensivo y asume la sistematización de experiencias como estrategia metodológica para recuperar, analizar e interpretar los sentidos y significados emergentes de la práctica pedagógica. Para la recolección de la información se emplearon diarios de campo, entrevistas estructuradas, análisis de talleres y evaluaciones de entrada y salida asumidas como insumos diagnósticos y descriptivos complementarios, integrados al análisis cualitativo de la experiencia. El procesamiento de la información se realizó mediante codificación abierta, axial y selectiva, siguiendo los principios de la teoría fundamentada. Los resultados evidencian que los estudiantes poseen saberes espaciales previos construidos en su relación con el territorio y las prácticas culturales wayúu, los cuales, al articularse con los contenidos escolares y mediaciones tecnológicas, favorecieron procesos de resignificación del pensamiento espacial y avances comprensivos en torno a nociones geométricas, interpretados desde la articulación entre registros cualitativos y referentes descriptivos del proceso. Asimismo, se identificaron dificultades asociadas a la enseñanza descontextualizada y abstracta de las matemáticas, así como el papel mediador de las tecnologías en los procesos de visualización y representación del espacio. Se concluye que una enseñanza del pensamiento espacial desde la etnomatemática y la interculturalidad crítica contribuye a aprendizajes significativos, al reconocimiento de los saberes ancestrales y al fortalecimiento de una educación culturalmente pertinente e inclusiva.
The present study aimed to understand the learning constructed around spatial thinking by sixth-grade Wayúu students through the systematization of an ethnomathematical experience developed in an ethnoeducational context. The research is grounded in a qualitative, interpretive approach and adopts the systematization of experiences as a methodological strategy to recover, analyze, and interpret the meanings emerging from pedagogical practice. Multiple data collection instruments were employed, including field journals, structured interviews, classroom workshops, and pre- and post-assessments used as complementary diagnostic and descriptive inputs within the qualitative interpretation of the experience. Data analysis was conducted through open, axial, and selective coding, following the principles of grounded theory. The results indicate that students possess prior spatial knowledge constructed through their relationship with the territory and Wayúu cultural practices. When these knowledges were articulated with school content and technological mediations, they fostered the resignification of spatial thinking and an improved understanding of geometric concepts. Additionally, difficulties associated with decontextualized and abstract approaches to mathematics teaching were identified, along with the mediating role of technologies in spatial visualization and representation processes. It is concluded that teaching spatial thinking from an ethnomathematical and critical intercultural perspective contributes to meaningful learning, the recognition of ancestral knowledge, and the strengthening of culturally relevant and inclusive education.
The present study aimed to understand the learning constructed around spatial thinking by sixth-grade Wayúu students through the systematization of an ethnomathematical experience developed in an ethnoeducational context. The research is grounded in a qualitative, interpretive approach and adopts the systematization of experiences as a methodological strategy to recover, analyze, and interpret the meanings emerging from pedagogical practice. Multiple data collection instruments were employed, including field journals, structured interviews, classroom workshops, and pre- and post-assessments used as complementary diagnostic and descriptive inputs within the qualitative interpretation of the experience. Data analysis was conducted through open, axial, and selective coding, following the principles of grounded theory. The results indicate that students possess prior spatial knowledge constructed through their relationship with the territory and Wayúu cultural practices. When these knowledges were articulated with school content and technological mediations, they fostered the resignification of spatial thinking and an improved understanding of geometric concepts. Additionally, difficulties associated with decontextualized and abstract approaches to mathematics teaching were identified, along with the mediating role of technologies in spatial visualization and representation processes. It is concluded that teaching spatial thinking from an ethnomathematical and critical intercultural perspective contributes to meaningful learning, the recognition of ancestral knowledge, and the strengthening of culturally relevant and inclusive education.
