The Continuing Pedagogical Training of University Mathematics Teachers from a Critical Pedagogical Perspective
Abstract
This paper analyzes the continuous pedagogical training of mathematics professors at a public university in Latin America from a critical perspective, highlighting the importance of evaluating and transforming educational practices. The study, framed within the social sciences through ethnography, adopted a mixed-methods approach, predominantly qualitative, with the integration of quantitative techniques. The complexity paradigm was employed to understand systemic socio-educational realities, recognizing the subject-object interaction from a dialectical perspective. Additionally, it focused on examining the pedagogical practices of the professors and revealed a significant gap between institutional statements and the reality observed in classrooms. This study aims to theoretically underpin pedagogical practices in higher education through a theoretical-methodological framework based on critical pedagogy, critical mathematics, and the systematization of experiences. Critical pedagogy, developed by theorists such as Paulo Frere, advocates education that fosters critical consciousness and social emancipation; in turn, critical mathematics emphasizes the importance of contextualizing teaching mathematics within social and cultural issues, promoting a deeper and more relevant understanding of mathematical concepts. The systematization of experiences, as a methodology, allows for the collection, analysis, and reflection of pedagogical practices, facilitating the generation of knowledge from educational practices in context. The results revealed a lack of integration of social issues into mathematics classes and the persistence of traditional pedagogical practices that did not support the development of critical thinking or the contextualization of mathematical knowledge. This disconnection between theory and practice reflects the urgent need for pedagogical reforms incorporating a critical and contextual perspective into mathematics teaching. The novelty of this study lies in its relevance to the Latin American context, highlighting the need to integrate pedagogy and politics in education. The theoretical contribution of this study consists of incorporating critical perspectives to support the continuous pedagogical training of university mathematics professors. This integration has significant practical implications because it aims to transform academic culture and pedagogical practices, promoting a more inclusive, critical education that aligns with students’ social and cultural realities.
Keywords: university teacher training, critical pedagogy, critical mathematics, education, systematization of experiences.
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