<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602025000100131</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.93725</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação em prol da equidade: a adaptação de práticas avaliativas no contexto multicultural do ensino de matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Education towards equity: adapting assessment practices in the multicultural context of mathematics education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Willian José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Richetto]]></surname>
<given-names><![CDATA[Kátia Celina da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Taubaté (UNITAU)  ]]></institution>
<addr-line><![CDATA[Taubaté São Paulo]]></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>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602025000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602025000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602025000100131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Nos dias de hoje, desafios consideráveis têm sido enfrentados no ensino de matemática, especialmente para grupos historicamente excluídos e diversas comunidades linguisticamente distintas. Práticas pedagógicas tradicionais frequentemente ignoram essa diversidade cultural ao longo de toda a América Latina, levando à exposição de conceitos matemáticos não diretamente conectados à vida dos estudantes. Assim, emerge um modelo educacional participativo onde o professor assume um papel ativo e motiva os alunos como forma de enfrentar tais desigualdades e estabelecer um ambiente educacional mais relevante para todos. Este trabalho busca analisar e propor adaptações nas práticas avaliativas que considerem a diversidade cultural dos alunos a fim de promover uma reflexão sobre a equidade no ensino de matemática em contextos multiculturais na América Latina. A análise se baseia em uma revisão sistemática da literatura, além de análises textuais para investigar a influência das adaptações nas práticas avaliativas sensíveis ao contexto cultural, uma vez que tais adaptações são fundamentais para criar um ambiente educacional mais inclusivo e equitativo nas instituições de ensino. O estudo salienta a urgência dessas adaptações para alcançar a equidade educacional, além de realçar a importância das diferentes origens e experiências de alunos no aprendizado de matemática. Tais adaptações não só valorizam a diversidade cultural dos estudantes, como também fortalecem sua autoestima ao reconhecer e valorizar suas origens.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Nowadays, considerable challenges have been faced in teaching mathematics, especially concerning historically excluded groups and diverse linguistically distinct communities. Traditional pedagogical practices often ignore such cultural diversity throughout Latin America, leading to the introduction of mathematical concepts not directly related to students&#8217; lives. Thus, a participatory educational model emerges where the educator takes an active role and motivates students as a way of confronting such inequalities and establishing a more relevant educational environment for all. This work seeks to analyze and propose adaptations in assessment practices encompassing the cultural diversity of students to promote reflection on equity in mathematics education in multicultural contexts in Latin America. Such analysis is based on a systematic literature review, in addition to textual analyzes to investigate the influence of adaptations on assessment practices sensitive to their cultural context, since such adaptations are fundamental to create a more inclusive and equitable environment in educational institutions. The study highlights the urgency of these adaptations to achieve educational equity, in addition to highlighting the importance of students&#8217; different backgrounds and experiences in learning mathematics. Such adaptations not only value the cultural diversity of students, but also strengthen their self-esteem by recognizing and valuing their origins.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizado]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Diversidade]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[Diversity]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practices]]></kwd>
</kwd-group>
</article-meta>
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