O que pode a opção decolonial nos cursos de formação de professores?

Abstract

This article aims to present some partial results of the research entitled “The decolonial option in Mathematics Education: problematizing initial teacher training”, financed by the call for universal projects CNPq/MCTI/FNDCT nº 18/2021 (202-2025) guided by question: What does the decolonial option do in eacher training courses [that teach mMathematics]? The main objective that guides this interinstitutional project is to tension the modes of disciplinary organization of the curriculum in the training of teachers [who teach Mathematics] based on the problematization of non-hegemonic sociocultural [mathematical] practices. Methodologically, the researchers' movements are synchronous, through different paths, whether through deconstructionist therapy or Cartography. As partial results, an analysis is presented in three axes based on records and data produced in two extension courses developed within the framework of this project: (1) The protection of other people's speech, (2) Research onothers and, (3) Interrogating the disciplinarity imprinted on Mathematics.