The cruel pedagogy of viruses in mathematical education: an autobiographic-narrative analysis
DOI:
https://doi.org/10.5377/recsp.v4i1.10811Keywords:
Transparadigmatic, Mathematical Education, Narrative, AutobiographicalAbstract
In the midst of the traditional crisis of mathematics, now the quarantined crisis of said science is added in the use of technologies and distance education with improved practices. Biographical-narrative inquiry was used as a tool for educational research to analyze the cruel pedagogy of the virus in Mathematics Education in times of the pandemic that began in 2020, as a complex objective. Concluding in rhizomatic structures, that the three cases narrated in the inquiry are required in the educational processes of mathematics, the actors of the educational process self-evaluate in the light of the ethical doing of what it means to educate; of the responsibility of awakening the love, passion and usefulness of mathematics in the life of the learner. In quarantine, it is urgent to take confinement to reflect responsibly on what we do in our praxis; What are our shortcomings in the light of so many results of the didactics of mathematics that are available from reading on the Internet? From where, investigating and raising awareness can become solutions to the crisis.
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