Maestría en Educación

Libertad académica en la enseñanza de la matemática en Colombia: ¿una utopía lejana?

Resumen

Mathematics education in Colombia is in a constant state of tension between the principles of educational autonomy and the standardization dynamics promoted by national and international policies. Although educational legislation recognizes the possibility for institutions to adapt their curricula to the needs of their contexts through their own educational projects, in practice the curriculum has evolved toward homogeneous models guided by externally defined technical guidelines and quality criteria. This situation has led to an increasing subordination of pedagogical decisions to evaluation and performance parameters that prioritize the comparability of results over the diversity of educational experiences. The influence of international organizations and public policies focused on efficiency and competitiveness has strengthened approaches based on standards and measurable competencies. As a consequence, mathematics education tends to be geared toward preparing students for standardized tests, reducing opportunities for critical reflection, pedagogical creativity, and the incorporation of local issues into learning processes. This orientation limits the possibility of constructing mathematical meanings linked to the social and cultural reality of students

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