Haciendo un pensar

Nuestra revista tiene dentro de sus políticas editoriales dar visibilidad a grupos, temáticas y tendencias emergentes en latinoamericana, tal como se hizo en números dedicados a la modelación matemática, la relación raza/poder, o a los investigadores del grupo de Etnomatemática de la UNESP de Rio Claro, Brasil. Continuando esa tradición, en esta ocasión pretendemos dar registro del momento de fulgor que están experimentando los enfoques sociopolíticos de la educación matemática en Colombia, visibilizando a nivel internacional la comunidad de autores y escuelas responsables de tal expansión. Este dinamismo no se da apenas en la difusión de referenciales teóricos de autores internacionales pioneros reconocidos en el campo y una consecuente implementación escolar local de tales ideas, sino que se manifiesta en la apropiación, reelaboración, crítica y expansión a nivel teórico y metodológico.


Doing a way of thinking
One of the main editorial policies of this journal is to give visibility to groups, themes and emerging trends in Latin America. This has been evident with several special issues, dedicated to mathematical modelling, the relation race/power, or the researchers of the Ethnomathematics group of Unesp in Rio Claro, Brazil. Continuing that tradition, on this occasion we use our spotlight to share the momentum that sociopolitical approaches to mathematics education in Colombia are gaining, making visible at an international level the community of authors and groups leading such turn. This dynamic trend does not occur only as the diffusion of theoretical references of international pioneer authors recognized in the sociopolitical field and a consequent local school implementation of such ideas, but it is manifested in the appropriation, re-elaboration, criticism and expansion at a theoretical and methodological level.
In several parts of the world, like Brazil, India or South Africa conceptualizations such as critical mathematics education, mathematics for social justice and related others are being interpreted and developed. In particular, Colombia constitutes a quite fertile ground for these problematizations to germinate in a singular and rooted way, given the complex situations of violence and deprivation that have historically marked the constitution of this nation.
Similarly, the recent conjuncture of a peace agreement and its hazardous implementation mark an especially propitious stage to imagine and explore the various roles of mathematics education in the rebuilding of society. A post-conflict scenario encourages us to investigate the ways in which education makes mathematical knowledge (ir)relevant as a tool for the Revista Latinoamericana de Etnomatemática Vol. 13, No. 4, 2020 4 active, conscious and sovereign participation of citizens and communities in the achievement of their own well-being.
The attention paid by Colombian researchers in mathematics education to these situations is growing, and it can be verified with the production of 10 doctoral theses under this approach in the last 5 years, a gigantic figure for the usual production of the country. This marks a new phase within the process of consolidating an active academic community, which began at the beginning of the 21th century by researchers such as Paola Valero and Gloria García, continued with the work of research groups such as EdUtopía at the Universidad Distrital; Mathematics education, diversity and subjectivities at the Universidad Pedagógica Nacional This community expands the Colombian research field of mathematics education, both at the level of the themes, as well as the scenarios and actors to be studied, and concomitant to this, an innovation in the theoretical references and methodological strategies used. This inevitably leads to discussions about the purposes of the research itself, the forms of socialization and their impacts, allowing new strategies that had no space within more traditional research approaches. We present to our readers' consideration the most recent advances of this growing Colombian community in two parts. In this first special issue we will publish texts with the results of recent doctoral theses that show how Colombians are "doing a way of thinking" about critical issues of a social and political nature in mathematics education. A second special issue will include debates about the potentialities, limitations and implications of these academic initiatives, we will then be "thinking a way of doing". To do so, we invited national and international authors to contribute with transversal readings of this handful of experiences.
The initiative to publish these research projects seeks to promote dialogues at various levels, the most immediate being that of the authors with a broad and anonymous public. Another level is the one that occurs between the authors, who carried out the academic evaluation of the texts through cross-reading between peers, which allowed them to exchange opinions, approaches and conceptions about the social and political issues of mathematics education. Parra-Sanchez, A. (2020). Haciendo un pensar. Revista Latinoamericana de Etnomatemática, 13(4), 1-7. DOI: 10.22267/relatem.20134.76 5 A third level of dialogue will take place between academics based in Colombia and abroad, they examine the process of creolization evidenced in these "conversions, perversions, subversions and diversions" to critical and political approaches. This last level serves to position and locate the multiplicity of local approaches regarding to international research trends.
Due to the above, we hope that this number will help in the transition from a mathematics education in Colombia to a Colombian mathematics education.