How Problematizing Programmatic Contents of school subjects
Is it a coincidence that the education system is as it is? What school are taught and learn what is learned and teach it and learn how it is done? Is it a coincidence that students stay turned into passive recipients of packages unable to motivate and generate them the slightest interest in learning? No, it is not casual information.
We take an epistemological position to discuss this issue and to identify actions that are within our power to begin to reverse this situation from the context in which we work. In my particular case I teach mathematics in a technical secondary and represents a challenge when my students the third year arrive and although known equations with “x” and “y” do not get to play that are just elements of the algebra I allowed in a scheduled speech, represent realities of our contexts and mathematics in its various forms is intended only to help us see through simplified models nature in which we are immersed. At the start of the course, I present the work program which also asked to complete a personal profile; some questions can frame it within a general thematic research. On the Personal tab, which we made in written form because over the years I have discovered that it is more convenient in this way in this first stage where we’re meeting. I request that you answer the following questions:
a) The places where they live: because there are young people in many places () which contribute to the establishment and this will help me to form working groups, considering that share similar realities and vocabulary, which will help in addressing some issues that we that develop during the attended
b) What is your football team: there are many exercises for raising and is a way to “customize” the same; tend to get very happy when their football team in trouble, although not of the most popular
c) Where in the world they would like to meet and why: it is a way to meet their interests, unfortunately there are young people who never travel raised the possibility of dreaming refused, they have been limited by its reality in this often filled and economic deprivation as critic hopes.
d) Who are the people with whom they live: the family concept takes many peculiarities, young people living with their uncles, grandparents, older siblings; this helps me to be cautious when I have to make some reference to this issue. For example when writing a note in the notebook statement, I do not start with the famous phrase of “Gentlemen parents …” because it is unfortunately common that are not.
Questions that are located within a specific thematic research are:
a) Do they “like” the math ?: is important to know your predisposition, the work of teaching-learning is done in teams.
b) What would be interested to learn in this area ?: pretend to know their specific interests on the curriculum, many brothers have perhaps heard some songs finished or not understand something on television or on the internet and mathematics can help in this. I have always hoped to be curious about something in particular.
With the information obtained and then based on the recognition of the other as a person analysis, we started working on the critical content. It is important to remember that we are facing the struggle of a system that is installed and deeply rooted, we expose ourselves to the comment of colleagues, our managers, and our bewildered students. In a community like ours, where everybody knows everybody being a small town; It is really a challenge. We have to work in a difficult balance. There is a system that requires them to obedience and silence; as a synonym for good behavior and we seek that think, to discuss, to perform planteos. When I start working with them, they usually answer “do not know” when I ask an opinion, at first I got angry, then as a solution I established the following rule: Reply “do not know” when I ask an opinion, is invalid. I explain that each of them has an opinion, you have to look inside and to express it, we are beings that are constantly interacting and not remain indifferent. It is not wrong to see things differently. Getting understand that each one of them has a say, in a polite, and discuss the education they receive and the topics that they feel involved is a goal we work with my students but there is much to be done, there a natural resistance to change coupled with a culture of submission, in northern Salta where I live is still marked further.
In the literature Battle of the content refers to the removal of set theory in the curriculum and it really is a very rewarding to work with the youth issue, there raised the existence of relations between elements of a set and can analyze how mathematics can describe situations in society where we deal in related groups where our membership is determined by a set of characteristics that we have in common. I happened to be writing on the front equations of linear functions and wondering what will it mean for my students what I am teaching? I asked them overcoming my fears and from your answers begin to construct meaning as above mentioned mathematics helps us understand a little better the world we live from a structured look but in order to help us. In the dialogic theory subjects that are there for the pronunciation of the world for processing.
As a final thought transcribe text Jose Luis Lens, with which I identified and motivates us to be managers of change “… the summon to start becoming dialogic teachers, educators or conscious educators that education should serve to change the world, to help make it a more sustainable, more just, equal, united and democratic substantially more humane place. It’s worth a try, worth putting the best of us in this task ”.