Resumo

DONVITO, Angel. La matemática en la educación secundaria de jóvenes y adultos en Argentina: un análisis de las transformaciones curriculares. Rev. electrón. investig. educ. cienc. [online]. 2020, vol.15, n.1, pp.72-79. ISSN 1850-6666.

This work analyzes the transformations of the mathematics curriculum of Adult Secondary Education (ASE) in Argentina, from its beginning to the present day. The scale of the didactic codetermination levels of the Anthropological Theory of the Didactic is used to identify the reasons that led ESA to include certain praxeologies in the study plans and to remove others ones. A documentary analysis on 32 official texts of the Ministry of Education from 1968 to 2018 is carried out. Four stages are identified and described, which are characterized by strong political, social and economic changes related to the highest levels of the scale. The results indicate that ESA has been proposed originally to offer an integral education for adults and to take care of the needs of this social sector. Then, transformations at the social level have added new responsibilities to ESA, reducing the quantity and quality of the praxeologies to be taught. School mathematics has gone through a process of epistemological purification, from mixed mathematics to pure mathematics, while the formative utility of mathematical knowledge has been changing from inherent to transcendent.

Palavras-chave : Adult Secondary Education; Mathematical praxeologies; Curriculum; Didactic codetermination levels.