Matemática e colonialidade, lados obscuros da modernidade: giros decoloniais pela Educação Matemática

Abstract

Resumo: Este texto discute aspectos da relação entre a Matemática e a Modernidade ocidental na conformação da matriz colonial do poder. Ao considerar a Matemática junto à ideia de raça em seus traços históricos e educacionais, traço linhas que mostram como a Matemática coloca em exercício diferentes dimensões da colonialidade, desvelando seus efeitos na desumanização de sujeitos e coletividades. Reivindico junto à Educação Matemática a construção de uma agenda política que assuma e enfrente os modos como a Matemática põe a colonialidade em exercício, alinhando-a a lutas que desafiam o padrão de poder mundial.

Decolonialidade na Educação Matemática: uma revisão sistemática de literatura

“…A área do conhecimento é visualizada junto ao conceito de raça em seus traços históricos e educacionais, revelando consequências na desumanização de sujeitos e coletividades. A proposta do estudo é a promoção de uma agenda política que combata a matemática enquanto colonialismo em exercício (FERNANDES, 2021). Amazônia | Revista de Educação em Ciências e Matemática | v.19, n. 42, 2023. p. 53 -69.…”

Decolonial option in Mathematics Education

“…In addition to the exclusion of other epistemologies, it is important to note that mathematics has historically participated directly and effectively in various processes of colonization and coloniality. Fernandes (2021) points out that this subject/area operated, and still operates, alongside racism in disqualifying the other, as well as justifying the fact that the other has historically been subjugated and subordinated through structural, physical and symbolic violence, as well as "epistemological" violence, because, in addition to the bodies that are disqualified and dehumanized, they also invalidate their epistemes, cultures and ways of interpreting the world. Fernandes (2021), already in modern times, concerns the mathematical models that make up complex algorithms and are part of our lives, especially on social networks, search engines, streaming platforms, etc.…”

“…Fernandes (2021) points out that this subject/area operated, and still operates, alongside racism in disqualifying the other, as well as justifying the fact that the other has historically been subjugated and subordinated through structural, physical and symbolic violence, as well as "epistemological" violence, because, in addition to the bodies that are disqualified and dehumanized, they also invalidate their epistemes, cultures and ways of interpreting the world. Fernandes (2021), already in modern times, concerns the mathematical models that make up complex algorithms and are part of our lives, especially on social networks, search engines, streaming platforms, etc. Although they are made up of complex mathematical algorithms, these do not carry concepts such as equity or social justice, but rather the political and economic interests of those behind, or in charge of, these processes (Fernandes, 2021).…”

“…Our knowledge didn't come from studying books It was from holding, touching, listening and other senses Was it primordial knowledge? Manoel de Barros (2015, p. 15) The considerations in this essay come from different areas of knowledge, especially Mathematics Education, with a central focus on the perspective of the Ethnomathematics Program (D'Ambrosio, 2019;Knijnik, 2001), decolonial studies (Mignolo, 2017;Grosfoguel, 2009;Porto-Gonçalves, 2005;Walsh, 2017) and authors who have been discussing the interface between Mathematics Education and Decoloniality (Giraldo & Fernandes, 2019;Giraldo, 2021;Tamayo & Mendes, 2021;Fernandes, 2021).…”

Subjetivación matemática, democracia y la dignidad de estar siendo: una década después

“…ej., Ernest (2021); Skovsmose (2020Skovsmose ( , 2021); y le hacen frente a la reproducción colonial (ver p. ej., Fernandes (2021); Osibodu (2020); Parra y Valero (2021)), al racismo (ver p. ej., Valoyes-Chavez y Andrade-Molina ( 2022)), a la diferencia sexual (ver p.…”