The decolonial stance in mathematics education: pointing out actions for the construction of a political agenda

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dc.creatorFilipe Santos Fernandes
dc.creatorVictor Giraldo
dc.creatorDiego Matos
dc.date.accessioned2024-07-15T19:54:00Z
dc.date.accessioned2025-09-09T00:36:50Z
dc.date.available2024-07-15T19:54:00Z
dc.date.issued2022-07
dc.identifier.doihttps://doi.org/10.54870/1551-3440.1543
dc.identifier.issn1551-3440
dc.identifier.urihttps://hdl.handle.net/1843/70592
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofThe Mathematics Enthusiast
dc.rightsAcesso Restrito
dc.subjectMatemática -- Estudo e ensino
dc.subjectDecolonialidade
dc.subjectProfessores de matemática
dc.subjectProfessores de matemática -- Formação
dc.subject.otherDecoloniality
dc.subject.otherInsurgencies
dc.subject.otherTeaching Practices in Mathematics
dc.subject.otherMathematics Teachers Education
dc.titleThe decolonial stance in mathematics education: pointing out actions for the construction of a political agenda
dc.typeArtigo de periódico
local.citation.epage27
local.citation.issue1
local.citation.spage6
local.citation.volume19
local.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.
local.identifier.orcidhttps://orcid.org/0000-0002-2964-3582
local.identifier.orcidhttps://orcid.org/0000-0002-2246-6798
local.identifier.orcidhttps://orcid.org/0000-0002-7208-3226
local.publisher.countryBrasil
local.publisher.departmentFAE - DEPARTAMENTO DE MÉTODOS E TÉCNICAS DE ENSINO
local.publisher.initialsUFMG
local.url.externahttps://scholarworks.umt.edu/tme/vol19/iss1/3/

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