A Educação Matemática na infância boliviana: possibilidades interculturais

Resumen

The aim of this article is to present the understanding of the structure and organization of early childhood education proposed by Bolivian curriculum documents, looking at what aspects have been outlined in their guidelines for the field of mathematics education, analyzing the intercultural possibilities presented by both the Base Curriculum and the Regionalized Curriculum of the Aymara Nation, through the ethnography of documents. The documents state that mathematics education should be developed from the different daily experiences of the family and community, to encourage the development of their cultural and linguistic identity in the context in which they live. The mathematical notions highlighted in the documents should be articulated together with the mother tongue, contributing to the development of language and thought within the original worldview, life history and context. Looking at the curriculum texts, I noticed that they open up the possibility of developing decolonial thinking, creating an epistemic space based on the knowledge and know-how developed by the nations and peoples of the global south.