Several communities in the world have raised the urgency of questioning development and progress narratives and actions drawn on market-driven and competency rationales that largely have erased the diversity of the Earth, its human and nonhuman inhabitants. Attending to this urgency, this paper weaves two research stories, research conducted in grade 8 technology classrooms in a public school in Colombia and research work conducted with Colombian Nasa Indigenous communities. Working with the notion of diffractive apparatus, which is framed within an agential realism philosophical perspective, we think about the possibilities for programming and mathematics education that are connected to matters of care for the Earth that could build the path towards the pluriverse. To weave these stories, a diffractive methodology was enacted through which three propositions were generated, unfolded,and elaborated. First, the narrative of programming as essential for the world and the future was challenged by tracing entanglements that show how programming and mathematics emerged as a weapon of domination and competition. Second, the way in which students come to be in the classroom and in the world, attending to the logic of industrial growth and modernization was questioned, and finally, it was acknowledged that by centring the conversation around a politics of existence andre-existence to shelter the fabric of Uma Kiwe, other ways of doing, acting, being in the programming and mathematics classroom and in the world might emerge. The diffractive methodology is an ongoing thinking process to conceive programming and mathematics education entangled with matters of care for the Earth in a world that is yet to come.

In this paper we weaved Terrapolis stories with Molly, Maria, an AI chatbot, Rosi Braidotti, Donna Haraway amongst others. The aim is to locate ideas and questions in relation to the paradoxical advantages and disadvantages of new digital technologies that have permeated mathematics education. To do that, we used Donna Haraway’s tentacular thinking to think together new ideas through other ideas in an affirmative way. We also acknowledge that we, as researchers, are entangled in this study and that we are part and produced the explored phenomenon. Molly and Maria were participants of an interview that was conducted in a Swedish school with 8 grade students. New entangled ideas were also weaved with responses generated from our AI chatbot.

Recently there has been a trend to include Computer Programming and Environmental Education in national syllabuses due to the accelerated technological development and the climate crisis. This study aims to investigate how notions of Action Competence, Computer Programming and Environmental Education converge or not in Discourses in educational policy documents in Colombia and Sweden. Action Competence is the capacity to play an active role and act intentionally in addressing issues that matter to students. The Discourses that we identified are: (1) Qualification is what counts, (2) Programming has little to do with environmental education, and (3) Students are not decision makers.

DISCURSOS EN PROGRAMAS DE ESTUDIO COLOMBIANO Y SUECO ¿Hay espacio para la competencia de acción a través de la programación informática integrada Stem? 

Recientemente hay una tendencia por la inclusión de Programación y Educación Ambiental en los planes de estudio nacionales debido al acelerado desarrollo tecnológico y a la crisis climática. Este estudio tiene como objetivo investigar si las nociones de competencia para la acción, programación y educación ambiental convergen o no en los Discursos de los documentos de política educativa de Colombia y Suecia. La competencia para la acción es la capacidad de actuar y tener iniciativa conforme a los problemas importantes para los estudiantes. Los Discursos identificados son: (1) Cualificación es lo que cuenta. (2) La programación tiene poco que ver con la educación ambiental. (3) Los estudiantes no toman decisiones

DISCURSOS NOS PROGRAS DE ESTUDO DA COLOMBIA E DA SUÉCIA : Há espaço para a competência de ação através da programação de computador integrada em Stem?

Recentemente há uma tendência de inclusão de Programação e Educação Ambiental nos currículos nacionais devido ao acelerado desenvolvimento tecnológico e a crise climática. Este estudo tem como objetivo investigar se as noções de competência para ação, programação e educação ambiental convergem ou não nos Discursos dos documentos de política educacional da Colômbia e da Suécia. Competência para a ação é a capacidade de agir e tomar iniciativa de acordo com problemas importantes para os alunos. Os Discursos identificados são: (1) Qualificação é o que conta. (2) Programação tem pouco a ver com educação ambiental. (3) Os alunos não tomam decisões.

Integrative approaches to education have aroused interest within the international agenda in relation to the complexity of environmental issues (Rieckmann, 2017). Environmental projects open possibilities to integrate several school subjects and could enable students meaning-making and action-taking. This poster is an attempt to understand the meaning of trans-disciplinarity in educational research in relation to environmental issues, considering a pluralistic approach to embrace and understand perspectives from several actors. Science research has studied factors affecting students’ engagement and the value of scientific literacy and citizenship for progress and agency (DeWitt et al., 2016; Moote et al., 2020). Science capital is a framework that can be used for explaining the nature and pattern of aspirations and educational participation which are affected by internal factors, interest and motivation, as well as external factors, teaching methods and interactions with family, students, and teachers. These factors have the potential to influence a young person’s identity, prospective participation and societal engagement (Godec et al., 2018). In mathematics education the Critical Mathematics Educational framework (Barwell & Hauge, 2021), presents a trans-disciplinary model based on the so-called post-normal-science and Skovsmose’s work on reflective knowing. In this poster we aim to analyze students' critical understanding of the role of mathematics and science on environmental issues such as Climate Change and to contribute to the preparation of future citizens who could act upon unsolved problems. We argue that trans-disciplinarity can open possibilities of accumulation of science capital and can generate interest in science, mathematics, and STEM careers. This can be done through active participation by actors outside academia in educational settings through collaborative projects with teachers, students, and researchers (Block et al., 2019; Wright, 2021). We visualize transdisciplinary approaches of education in our chaotic times as an antidote of salvation and as a possibility to understand and tackle the problems from different angles in an affirmative way. We imagine this to be one way of supporting students in putting education and knowledge in a larger, societal setting.