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http://hdl.handle.net/1843/70592
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DC Field | Value | Language |
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dc.creator | Filipe Santos Fernandes | pt_BR |
dc.creator | Victor Giraldo | pt_BR |
dc.creator | Diego Matos | pt_BR |
dc.date.accessioned | 2024-07-15T19:54:00Z | - |
dc.date.available | 2024-07-15T19:54:00Z | - |
dc.date.issued | 2022-07 | - |
dc.citation.volume | 19 | pt_BR |
dc.citation.issue | 1 | pt_BR |
dc.citation.spage | 6 | pt_BR |
dc.citation.epage | 27 | pt_BR |
dc.identifier.doi | https://doi.org/10.54870/1551-3440.1543 | pt_BR |
dc.identifier.issn | 1551-3440 | pt_BR |
dc.identifier.uri | http://hdl.handle.net/1843/70592 | - |
dc.description.resumo | In this article, we present a decolonial stance in Mathematics Education, which is not understood as a qualification attributed to particular actions or practices as opposed to others, nor as a tendency that theoretically or methodologically constrains research production, but as a political and epistemic position of permanent transgression and insurgency concerning the patterns of world power established by the myth of Western modernity. From this understanding and towards a political agenda in Mathematics Education, we propose, with no pretensions of totality, a set of situated actions: in Mathematics, in its ontological, epistemological and methodological perspectives, problematizing the naturalization of practices and conceptions on the discipline and its teaching, and setting it in a movement of political-epistemic disobedience; in collective memories linked to Mathematics and Mathematics Education, deconstructing Eurocentric narratives which invibilize bodies, knowledges, and ways of being in the world; in Mathematics teachers’ education processes, incorporating and acknowledging the protagonism of other subjects, territories, and their knowledges. | pt_BR |
dc.language | eng | pt_BR |
dc.publisher | Universidade Federal de Minas Gerais | pt_BR |
dc.publisher.country | Brasil | pt_BR |
dc.publisher.department | FAE - DEPARTAMENTO DE MÉTODOS E TÉCNICAS DE ENSINO | pt_BR |
dc.publisher.initials | UFMG | pt_BR |
dc.relation.ispartof | The Mathematics Enthusiast | pt_BR |
dc.rights | Acesso Restrito | pt_BR |
dc.subject | Decoloniality | pt_BR |
dc.subject | Insurgencies | pt_BR |
dc.subject | Teaching Practices in Mathematics | pt_BR |
dc.subject | Mathematics Teachers Education | pt_BR |
dc.subject.other | Matemática -- Estudo e ensino | pt_BR |
dc.subject.other | Decolonialidade | pt_BR |
dc.subject.other | Professores de matemática | pt_BR |
dc.subject.other | Professores de matemática -- Formação | pt_BR |
dc.title | The decolonial stance in mathematics education: pointing out actions for the construction of a political agenda | pt_BR |
dc.type | Artigo de Periódico | pt_BR |
dc.url.externa | https://scholarworks.umt.edu/tme/vol19/iss1/3/ | pt_BR |
dc.identifier.orcid | https://orcid.org/0000-0002-2964-3582 | pt_BR |
dc.identifier.orcid | https://orcid.org/0000-0002-2246-6798 | pt_BR |
dc.identifier.orcid | https://orcid.org/0000-0002-7208-3226 | pt_BR |
Appears in Collections: | Artigo de Periódico |
Files in This Item:
File | Description | Size | Format | |
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The Decolonial Stance in Mathematics Education_ pointing out acti.pdf | 222.09 kB | Adobe PDF | View/Open |
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