Circulação de saberes entre instituições: um caminho para decolonização da didática da Matemática

• Autor(a) principal: Nhampinga, Domingos Arcanjo Antonio
• Data de Publicação: 2021
• Outros Autores: Farias, Luiz Marcio Santos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Odeere
• Texto Completo: https://periodicos2.uesb.br/index.php/odeere/article/view/9809
• topic: Teoria Antropológica do Didático; Circulação de praxeologias; Decolonização didática; Anthropological Theory of Didactics; Circulation of praxeologies; Didactic decolonization; Teoría Antropológica de la Didáctica; Circulación de praxeologías; Descolonización didáctica

The present article falls within the framework of the Didactics of Mathematics (DM), based on the Anthropological Theory of Didactics (ATD), a theory that has the object of knowledge as its focus, analyzing it at the epistemological and institutional level and has among its primary elements of analysis, the ecology, praxeological approach and the notion of relation to the object. It is on the object relation that the article concentrates its discussion, at the theoretical level, aiming to show how DM can contribute to a debate about the epistemological decolonization of knowledge in mathematics teaching. In our analysis, we highlight the ecological approach as the main element of analysis in ATD, which, by placing itself in the analysis of the conditions and constraints of the object's life in its conceptual environment, seeks to understand how the object is placed in the curricula, by questioning what exists? what does not exist? what has disappeared and why? what exists in other life environments and are not here? Why aren't they here? Etc. DM tries, by this means, to question and denounce the teaching practices that have the epistemologies of modern, colonial, Eurocentric/Western thinking as the only ways of producing mathematical knowledge, and that, as a result, tend to subjugate, subordinate, primitivize other, non-Eurocentric/Western knowledges. At the same time, it denounces, through the praxeological approach, it proposes actions, mechanisms that make it possible to bring and discuss non-Eurocentric/Western knowledges in school spaces, to participate in the process of scientific knowledge production, through the process of circulation of knowledges or praxeologies between institutions.