The Decolonial Stance in Mathematics Education: pointing out actions for the construction of a political agenda

Postcolonial Autoethnography: Healing Wounded Humanities

“…After starting my PhD journey, I have eagerly engaged in exploring the possible forces that implicitly or explicitly govern our research activities and curricular practices of schools and universities. I have gone through seminal works of educators, researchers, and philosophers (Andreotti, 2011;Bishop, 1990;Denzin, 2017;Ernest, 2016;Fernandes et al, 2022;Gramsci, 1971;Held, 2019;Luitel & Taylor, 2010;Naomi, 2021;Paraskeva, 2016;Smith, 2012;Taylor et al, 2012;Thambinathan & Kinsella, 2021;van Stam, 2017;Young, 2016) and have come to understand that research and education both are political activities. These works further support me in understanding the role of asymmetric power relations, techno-cultural tools, and domination of Western-Eurocentric thoughts in education and research.…”

“…The notion of singular reality (truth) in research is underpinned by Western-Eurocentric ontology at the expense of the multiple and relational realities pervasive in a sociocultural, historical, and political milieu of non-Western and global south regions (Fernandes et al, 2022). It helps establish the supremacy of Western-Eurocentric thought, values, ideology, and culture that are far from the lifeworld realities of the people of non-Western countries.…”

“…In the name of assisting in education, economy, technology, finance, policy, among others, the colonial power creates a vicious circle of condemnation, brainwashing, and conditioning (van Stam, 2017). The vestiges of Western-European colonialism remain embedded in the history, curriculum, pedagogy, and assessment system, which ignore and devalue the local, historical, cultural, and national realities and ways of knowing (Fernandes et al, 2022). We need to embrace postcolonial research, which enables us to resist the hegemonic culture present not only in academic research but also in every aspect of the lives of the people of marginalized groups and disenfranchised countries (Toyosaki, 2018).…”

Justiça por vir: por uma Educação Matemática para adiar o Fim do Mundo

“…Essas falam a partir de afetos que nos atravessam, mas não são inteiramente nós; não falam a partir de vozes individuais, mas sim com base em diferentes trabalhos desenvolvidos de forma coletiva e dialógica entre os integrantes dos grupos de pesquisa inSURgir, da Universidade Federal de Minas Gerais (UFMG), e Laboratório de Práticas Matemáticas do Ensino -LaPraME 4 , da Universidade Federal do Rio de Janeiro (UFRJ) (e.g DA SILVA, GIRALDO, FERNANDES, 2019;FERNANDES, GIRALDO, MATOS, 2021;GIRALDO, ROQUE, 2021) 5 . Também convidamos para entrar nessa cena alguns dos autores com quem temos dialogado nessas pesquisas.…”

Transitions from school mathematics to university mathematics – an international variable for educational policies

“…In fact, it is assumed in this conception that the teachers could build up their own separate “teacher-training mathematics” as resistance against the Eurocentric university mathematics. Mathematics is even decried “as a Eurocentric epistemic field” (Fernandes et al, 2022, p. 13).…”