TEACHING THE RULE OF LAW INTEGRATED INTO THE MATHEMATICS CURRICULUM: AN ETHICAL PERSPECTIVE ON COLOMBIAN PRIMARY AND SECONDARY EDUCATION

Abstract

This article examines the pedagogical possibility and the imperative ethical need to include a culture of legality in the mathematics curriculum of basic and secondary education in Colombia. Traditionally, mathematics teaching has been developed from an instrumental and abstract perspective, disconnected from the legal demands of the school environment. Therefore, the fundamental purpose of this paper is to teach a culture of legality integrated into the mathematics curriculum, from an ethical standpoint, at the basic and secondary levels of Colombian education. To achieve this objective, the conceptual approach begins with the conception of teaching itself, employing didactic strategies that, in some cases, result in moral and collective consequences for transgressing the law. It is argued that the mathematics classroom is not axiologically neutral; Rather, it presents a favorable scenario regarding technical operability. After reviewing the bibliographic sources, the authors conclude that the curricular integration of legality in the area of ​​mathematics will allow for a redefinition of the teacher's role as the primary ethical agent in the educational sphere. Ultimately, mathematics constitutes a language of transparency and objectivity, thus providing a foundation for new generations to embrace legality as a fundamental element of coexistence, demonstrating a rational attitude that contributes to building the common good.