Abstract:This article aims to present reflections on the constitution of the decolonial option in Mathematics Education. As theoretical assumptions, it is based on references based on the Ethnomathematics Program, decolonial studies, discussions woven in the interface between Mathematics Education and Decoloniality, in addition to reflections arising from the dialogue between Mathematics Education and affirmative actions. It is understood that Mathematics, in its historical process of constitution, participated in seve… Show more
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