Abstract

VIEIRA, Lygianne Batista  and  MOREIRA, Geraldo Eustáquio. Mathematics Education “of” Indigenous: dialogues with ethnomathematics and mathematics for social justice. e-Curriculum [online]. 2024, vol.22, e49642.  Epub July 29, 2024. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2024v22e49642.

School and academic mathematics, in the context of indigenous education, presents a curricular organization subordinated to western, colonized and homogenized logic. In view of this, we reflect on the curricular and pedagogical challenges of teaching mathematics to indigenous students and propose a dialogue with approaches to a Mathematics Education “for” indigenous people. This text is a theoretical essay, of an exploratory type, arising from the study of literature referring mainly to the constructs of ethnomathematics and mathematics for social justice. More than promoting indigenous students' access to education, it is necessary to recognize social structures that prevent their active participation, such as overcoming the ethnocentric curriculum. We understand that equity will only be achieved when decolonial pedagogical attitudes and practices, in relation to mathematical knowledge, are present.

Keywords : mathematics education; indigenous education; ethnomathematics; social justice; decoloniality.

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