Resumo

REYES-GASPERINI, Daniela  e  CANTORAL, Ricardo. EMPODERAMIENTO DOCENTE: LA PRÁCTICA DOCENTE MÁS ALLÁ DE LA DIDÁCTICA: ¿QUÉ PAPEL JUEGA EL SABER EN UNA TRANSFORMACIÓN EDUCATIVA?. Rev. Esc. Cienc. Educ. [online]. 2016, vol.2, n.11, pp.155-176. ISSN 1851-6297.

Mathematics teaching and learning are researched by Latin American Mathematics Education with global reach. This is a scientific discipline which studies didactic phenomena linked to mathematical knowledge. New and optimum learning and teaching paths are continuously investigated to better teach and learn mathematics. In this article we share one of the most recent studies on teachers professional development from the Socioepistemologic Theory: the teachers empowerment process. Readers will appreciate how a typically social phenomenon, interwoven with a socioepistemological gaze of mathematics, which puts in the center  the problematization of school mathematics, promotes a change in the relation between mathematical knowledge by the teacher in order to propel an education transformation.

Palavras-chave : Empowerment; Socioepistemology; Problematization of School Mathematics.

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