Mathematics Education and the decolonial perspective: participants, knowledge, and ways of thinking in Brazilian research

• Autor(a) principal: Bicho, Sávio
• Data de Publicação: 2023
• Outros Autores: Gonçalves, Harryson Júnio Lessa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação Matemática em Revista
• Texto Completo: https://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/3376
• topic: Decolonialidad; Educación Matemática; Producción científica; Decoloniality; Mathematics Education; Scientific production; Decolonialidade; Educação Matemática; Produção Científica

This article presents the results of post-Doctoral research whose objective was to develop an analytical overview of research produced in Brazil on the debate on decoloniality in the field of Mathematics Education. It is a bibliographic study produced from a survey of research in the Catálogo de Teses e Dissertações da Capes and the Biblioteca Digital Brasileira de Teses e Dissertações.13 dissertations and 7 theses were selected. We used Discursive Textual Analysis to analyze the abstracts, which made it possible to group the research based on its participants into four categories: gender relations, ethnic-racial relations, indigenous people, and teacher training. Furthermore, the knowledge correlated in the research was grouped into indigenous knowledge, racial issues, knowledge of school/academic Mathematics. Finally, we discuss ways of thinking about Mathematics Education, through two categories: “Decolonizing teaching” and “Decolonizing the hegemony of Western mathematics”