National mathematics curricula in the Colombian history of mathematics education?

Abstract

The constitution as an independent republic implied for Colombia the development of its own educational projects; however, such an initiative

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at least for school mathematics

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had to wait approximately a century and a half for the Ministerio de Educación Nacional to manage a national curriculum reform project. This proposal did not manage to become a compulsory curriculum for the mathematics education of Colombian children and young people, but it was later taken up as part of the curricular paths that today guide –or should guide– school mathematics in Colombian educational institutions. Since then, these proposals have faced attacks from foreign movements and organizations that have conditioned Colombian educational policies and sought to submit the curriculum to their designs.