<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação (Bauru)]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132025000100220</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320250022</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O assentamento de Exu em favor da educação matemática decolonial]]></article-title>
<article-title xml:lang="en"><![CDATA[Exu&#8217;s settlement to the benefit of decolonial mathematical education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Sandy Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Godoy]]></surname>
<given-names><![CDATA[Elenilton Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná (UFPR) Programa de Pós-Graduação em Educação em Ciências e em Matemática (PPGECM) ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>31</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132025000100220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132025000100220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132025000100220&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Exu é movimento, encruzilhada, transgressão, imanência, destruição e criação. Ele ultrapassa todas as muralhas, pois desterritorializa para se reinventar. Sendo assim, por ser o orixá das forças de Olorun, desenvolvemos uma tessitura de contraste, unindo a Pedagogia das Encruzilhadas à educação matemática em uma construção epistemológica. Para isso, fazemos as aproximações teóricas entre os autores Luiz Rufino, Antônio Bispo dos Santos e Ubiratan D&#8217;Ambrosio, a fim de problematizar a possibilidade de uma educação matemática decolonial que permita o acesso e a divulgação de outros conhecimentos. Nesse sentido, a Pedagogia de Exu se torna o fundamento das proposições teóricas acerca de uma educação matemática antirracista, emergente e subversiva, que incorpore o orixá como signo de combate à violência política, ética e epistêmica, ressurgindo como possibilidades ontológicas, éticas e de respeito às matrizes afro-religiosas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Exu represents movement, crossroads, transgression, immanence, destruction, and creation. It transcends boundaries and continually reinvents itself through deterritorialization. Because Exu is the Orixá of Olorun's forces, we have established a confrontational framework that combines the pedagogy of crossroads with an epistemological approach to mathematics education. Our theoretical exploration is based on the work of Luiz Rufino, Antônio Bispo dos Santos, and Ubiratan D'Ambrosio. It addresses the possibilities of a decolonial mathematics education that promotes access to and dissemination of alternative knowledge. In this context, the pedagogy of Exu lays a foundation for theoretical proposals focused on developing an anti-racist, emergent, and subversive approach to mathematics education. This approach integrates the Orixá as a symbol of the struggle against political, ethical, and epistemic violence. It presents it as an ontological, ethical, and respectful way of engaging with Afro-religious traditions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[Cultura afro -brasileira]]></kwd>
<kwd lng="pt"><![CDATA[Relações raciais]]></kwd>
<kwd lng="pt"><![CDATA[Decolonialismo]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Afro-Brazilian culture]]></kwd>
<kwd lng="en"><![CDATA[Race relations]]></kwd>
<kwd lng="en"><![CDATA[Decolonialism]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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