Network of critical mathematics educators

Possibilities and challenges for transforming mathematical practices

Abstract

Currently, we are members of the Network of Critical Mathematics Educators (REDUMAC). We find it relevant to study the paths we have taken and the challenges we have assumed with the intention of transforming mathematical practices from the school, as well as to make evident the possibilities of our theoretical and methodological bet and the ways of working as a collective of teachers. This collective arises from the interest and concern of professionals in education to continue the training that we had started since the development of our master's degree work under socio-political perspectives and the cultural policy of mathematics education, initially taking up postulates of Critical Mathematics Education (EMC). Developing our proposed pedagogical practices has revolved around designing learning scenarios and mathematical modeling environments. Grounded in these theoretical ideas, REDUMAC seeks to generate spaces from which teachers can continue to deepen and reflect on the ideas we work on in our research, finding common interests with other colleagues. In this way, we seek to position ourselves and critically act in our role as teachers and researchers in the field of mathematics education, to think and reflect on the issues that link school, university, and society. Our objective is to continue consolidating ourselves as a network and as a space for the ongoing education of teachers from an autonomous process that arises from the participant's interests and aims to involve more teachers and researchers from all over the country with the same intentions. With this writing, we seek not only to invite the community to discuss this concern but also to share the experience of ongoing professional development of mathematics teachers we have been exploring, building, and consolidating from self-education spaces. To achieve this, we engage in a reflective process of self-knowledge to identify the paths we have taken, possibilities, and challenges we have been assuming from our collaborative work, looking for other possible worlds that link mathematics education and the social reality of our country. In this way, we started the article with a section in which we argued the relevance of resuming REDUMAC's path, then we reconstructed in detail our history, and in a third section, we delved into the work strategies that made this collective of teachers particular. Finally, we described the paths traveled, the achievements reached, the knowledge built, and the future possibilities for our collective and initiatives that may have arisen along these lines.