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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/70592
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dc.creatorFilipe Santos Fernandespt_BR
dc.creatorVictor Giraldopt_BR
dc.creatorDiego Matospt_BR
dc.date.accessioned2024-07-15T19:54:00Z-
dc.date.available2024-07-15T19:54:00Z-
dc.date.issued2022-07-
dc.citation.volume19pt_BR
dc.citation.issue1pt_BR
dc.citation.spage6pt_BR
dc.citation.epage27pt_BR
dc.identifier.doihttps://doi.org/10.54870/1551-3440.1543pt_BR
dc.identifier.issn1551-3440pt_BR
dc.identifier.urihttp://hdl.handle.net/1843/70592-
dc.description.resumoIn 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.languageengpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentFAE - DEPARTAMENTO DE MÉTODOS E TÉCNICAS DE ENSINOpt_BR
dc.publisher.initialsUFMGpt_BR
dc.relation.ispartofThe Mathematics Enthusiastpt_BR
dc.rightsAcesso Restritopt_BR
dc.subjectDecolonialitypt_BR
dc.subjectInsurgenciespt_BR
dc.subjectTeaching Practices in Mathematicspt_BR
dc.subjectMathematics Teachers Educationpt_BR
dc.subject.otherMatemática -- Estudo e ensinopt_BR
dc.subject.otherDecolonialidadept_BR
dc.subject.otherProfessores de matemáticapt_BR
dc.subject.otherProfessores de matemática -- Formaçãopt_BR
dc.titleThe decolonial stance in mathematics education: pointing out actions for the construction of a political agendapt_BR
dc.typeArtigo de Periódicopt_BR
dc.url.externahttps://scholarworks.umt.edu/tme/vol19/iss1/3/pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0002-2964-3582pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0002-2246-6798pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0002-7208-3226pt_BR
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