Educational transfer processes between countries and their impact on the emergence of a community of experts in mathematics teaching: the case of the construction of the curriculum for basic education of the city of Buenos Aires

Abstract

In this article, we delve into the writing of the History of the Mathematics Curriculum for Basic Education of the city of Buenos Aires (1983-2004). Primary and secondary sources are intertwined for analysis, as well as the Memory of the actors involved in this Present History, integrating them into a hermeneutical scheme that accounts for the History of the Mathematics Curriculum in these latitudes. As a conclusion, it will be shown that the curricular design implemented in 2004 in the City of Buenos Aires was conceived by a research group that was nourished mainly by the investigative modes of Guy Brousseau's Theory of Didactic Situations, generating a community of didacts to image and similarity of said theory, that is to say, under a paradigm. To achieve this writing, our frame of reference is inscribed in the interpretive scheme of Cesar Lorenzano (1995, 1999), who takes up the writings of the historian of Science Tomas Kuhn (1971), and makes them more flexible, even to understand the changes in movements related to art. The framing of it is key to our purposes: the interpretative frameworks of a Historian of Science do not originate in common sense, or in Science itself, but in the Philosophy of Science.