La enseñanza de las matemáticas para el desarrollo sostenible en lasinstituciones educativas oficiales: aportaciones teóricas y argumentativasbasadas en la competencia clave de la resolución de problemas
Resumen
Este artículo tuvo como objetivo formular un constructo teórico que articule la enseñanza de las matemáticas, el desarrollo sostenible y la competencia clave de resolución de problemas, en el marco de un proyecto de investigación doctoral llevado a cabo en instituciones educativas públicas del municipio de Soledad, Atlántico (Colombia). La investigación se estructuró utilizando un enfoque cualitativo y un método hermenéutico-dialéctico basado en los principios de la teoría fundamentada, lo que permitió la integración de los hallazgos empíricos con referencias teóricas y normativas. Se utilizaron entrevistas semiestructuradas, grupos focales y análisis documental para la triangulación de datos. Los resultados revelaron tensiones entre las regulaciones educativas, la práctica docente y las condiciones contextuales, lo que requiere el desarrollo de un marco teórico que reconozca la enseñanza de las matemáticas como un proceso contextualizado, ético y sostenible. El constructo resultante se compone de tres secciones interdependientes: (1) la relación entre el contexto, las regulaciones y las prácticas pedagógicas; (2) la articulación entre las políticas educativas, la formación docente y las redes comunitarias; y (3) las directrices epistémicas para la innovación curricular y didáctica. En general, los resultados establecieron que la resolución de problemas se consolida como una competencia integradora para vincular la sostenibilidad con la enseñanza de las matemáticas. Se concluye que este constructo constituye un marco teórico para guiar la transformación educativa hacia la formación de ciudadanos críticos, reflexivos y comprometidos con el desarrollo sostenible.
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