“…Education by several authors such as Conceição, Jesus, and Madruga (2018, p. 291), who investigate the way in which "future Mathematics teachers understand the contextualization in the Mathematics teaching process"; Costa and Lopes (2018), who develop a research on the contextualization of knowledge in High School as an attempt to control the other; Justi and Bennemann (2016, p. 1), who investigate the "interest in learning Mathematics awakened in the student when the educator is guided by the perspective of Ethnomathematics contextualization"; Maffi, Prediger, Filho, and Ramos (2019, p. 76), who bring discussions about "the teachers' perceptions of the contextualization in the learning of Science and Mathematics" -, we bring in this article the contributions of decoloniality, highlighting that such approach will be considered from the criticality of the "West as a privileged locus of enunciation, starting to advocate countless decolonial pedagogies that seek to explain knowledge silenced throughout colonization" (BARBOSA, 2018, p. 61).…”