Abstract

VALLE, Júlio César Augusto do  and  RUBIM, Andressa. Territory and social justice in Mathematics curriculum: between silencing and invisibility. Ed. Mat. Deb. [online]. 2025, vol.9, n.18, a16. ISSN 2526-6136.  https://doi.org/10.46551/emd.v9n18a16.

This research aims to reflect on the possibility of a Mathematics Education that considers the territories of schools and students, promoting a territorially referenced approach. The study contrasts official curriculum documents in Brazil with academic production in the field, with the aim of providing a Mathematics Education that, based on the territories of each school and its students, constitutes a tool for reading, interpreting, and intervening in these realities, with a view to promoting social justice. The methodology involved the analysis of recent national curriculum documents and a bibliographic review on the CAPES Journal Portal, culminating in proposals to rethink the Mathematics curriculum, incorporating the concept of territory, based on two professional master's degrees.

Keywords : Territory; Territorially Referenced Education; Mathematics Curriculum; Inequalities.

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