Sujeto, Objeto, Cultura y la formación del Conocimiento

Luis Radford

doi:10.37084/REMATEC.1980-3141.2023.n45.pe2023002.id541

Autores

Luis Radford Laurentian University https://orcid.org/0000-0001-6062-0605

DOI:

10.37084/REMATEC.1980-3141.2023.n45.pe2023002.id541

Palavras-chave:

Desarrollo del conocimiento, escuela piagetiana, escuela vygotskiana, Teorías del conocimiento, Enfoques socioconstructivistas e interaccionistas

Resumo

a relación sujeto-objeto ha sido reconocida tradicionalmente como un elemento clave en las diferentes teorías del conocimiento. Mientras que, a partir de Kant, la relación se plantea en términos de un sujeto que construye el objeto, con Hegel y luego el materialismo dialéctico, la relación mencionada es vista de tal forma que el objeto de conocimiento es inseparable de la actividad de los individuos. Ambas aproximaciones sirvieron de punto de apoyo a elaboraciones teóricas posteriores en ramas como la sicología, la epistemología, la filosofía y la sociología, interesadas en la comprensión del desarrollo del conocimiento. La intención de este artículo es contribuir a la identificación de ciertas diferencias teóricas en corrientes contemporáneas en la Educación Matemática — diferencias que han conducido a lo que Sfard (1999) ha sugestivamente llamado ‘la guerra de los paradigmas’. Para ello, en la primera parte, discutimos la forma en que la relación sujeto/objeto fue considerada en el seno de dos de las escuelas que han tenido una influencia mayor en el curso que ha tomado la reflexión en el campo de la Educación Matemática, a saber, la escuela piagetiana de epistemología genética y la escuela histórico-cultural vygotskiana. Luego, a la luz de dicha discusión y centrándonos en el campo propiamente dicho de la Educación Matemática, sugerimos que la conceptualización contemporánea del problema general epistemológico sujeto/objeto aparece como elemento constitutivo de diferencias irreducibles en aproximaciones particulares socio- constructivistas e interaccionistas, por un lado, y socioculturales, por el otro. Al final se mencionan ciertos problemas con los que ambas aproximaciones se enfrentan en un futuro próximo.

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Biografia do Autor

Luis Radford, Laurentian University

Doctor en didáctica de las matemáticas. Universidad Louis Pasteur de Strasbourg, Francia. Profesor emérito de Laurentian University, Ontario, Canadá.

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