Transparadigmatic investigations in Decolonial Transcomplex Mathematical Education

• Autor(a) principal: Rodríguez, Milagros Elena
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/62606
• topic: transphilosophy; sentipensante; transcomplex decolonial mathematics education; complexity; transdisciplinarity; transfilosofía; sentipensante; educación matemática decolonial transcompleja; complejidad.

In the present investigation we support a sentipensante transphilosophy in Transcomplex Decolonial Mathematics Education as a complex objective. Everything in a complex transmethodology from the transmethod, the comprehensive, ecosophical and diatopical hermeneutics and the analytical, empirical and propositional moments. Feeling-thinking is a very important decolonial category in Mathematics Education that encourages to imbue beyond rationality, towards emotional-spiritual processes, the brain learns better when it is excited and is not inhibited by restrictions of the imagination; in the tetra: body-mind-soul-spirit in full complexity in mathematics teaching. The sentipensante transphilosophy category reconstructs the original questions of philosophy to the urgent needs of Transcomplex Decolonial Mathematics Education and its relevance in the crisis of planet earth, as a line of research. At the propositive moment, as preliminary results in the ardor of Transcomplex Decolonial Mathematics Education and its sentithinking transphilosophy in the face of new epistemes, this is transepistemes of mathematics and Mathematics Education, which make the scene with a decolonial consciousness as institutional disobedience, epistemic indiscipline and epistemological, the questioning of Eurocentric knowledge of mathematics that leads to an emergency, interweaving and uncertainty of urgent recognition in the problems of humanity. Its application in Mathematics Education is very broad, mainly in transcurricular development processes, which transcend the hidden curriculum of deconstructed Mathematics Education and transmethodical scientific research of mathematics in the classroom social mind-spirit.