Education as a Human Right, Perspective from Costa Rican Mathematical Education
Guardado en:
| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2019 |
| Descripción: | Education as a right should enable all people to learn to learn and to do so throughout their lives; also, it must have four characteristics to be considered a right: availability, accessibility, acceptability, and adaptability. Therefore, through the presence of these four characteristics, it is intended to allow students to be “expert learners”. In this process, Costa Rica contributes educational policy, curricular policy, and science and mathematics programs that promote inquiry, different ways of thinking, and solving problems. Therefore, the purpose of this paper is to analyze the contribution of Costa Rican mathematics education to the consolidation of education as a human right through the training of expert apprentices and their limitations. Two results of this reflection are that the implementation of the mathematics programs, without the application of a theoretical foundation constitutes a limitation for the expert learners and that it is necessary to supervise the execution of the ideas expressed in the curriculum for guaranteeing the right to learn for life. |
| País: | Portal de Revistas UNA |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Lenguaje: | Español |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/13065 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/13065 |
| Palabra clave: | derecho a la educación oportunidades educativas educación fundamental alfabetización funcional enseñanza de las matemáticas human rights educational opportunities fundamental education functional literacy mathematics education |