<?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]]></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>S1516-73132024000100210</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Educação Matemática no currículo infantil boliviano]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematics education in the Bolivian children's curriculum]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Novaes]]></surname>
<given-names><![CDATA[Joana Inês]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Harryson Júnio Lessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana]]></surname>
<given-names><![CDATA[Marcela Lopes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista (Unesp) Faculdade de Ciências Programa de Pós-Graduação em Educação para a Ciência]]></institution>
<addr-line><![CDATA[Bauru SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista (Unesp) Faculdade de Engenharia de Ilha Solteira Departamento de Biologia e Zootecnia]]></institution>
<addr-line><![CDATA[Ilha Solteira SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132024000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Discute-se o atual currículo-base da educação infantil boliviana denominado Programa de Estudio Educación Inicial en Familia Comunitaria Escolarizada, sua organização geral e, em especial, como a matemática é nele desenvolvida. As discussões foram amparadas nos estudos realizados por autoras/es cujos estudos versam sobre as temáticas descoloniais e a matemática na educação infantil. O currículo é descrito pela legislação como um instrumento descolonizador e libertador, por articular a cultura local com a participação da sociedade, na tomada de decisões nas políticas educacionais. A educação matemática articulada no currículo destaca, por meio das temáticas orientadoras, aspectos da intraculturalidade e da interculturalidade, criando possibilidades para que os saberes da família e da comunidade sejam reconhecidos. Isso permite o diálogo entre culturas, garantindo a visibilidade e o intercâmbio de outras lógicas epistêmicas, contribuindo para a construção de um pensamento descolonial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article examines the current core curriculum for Bolivian children&#8217;s education, known as the Initial Education Study Program in a Schooled Community Family, in terms of its overall structure and, more specifically, how mathematics is taught. The discussions are conducted based on authors who have researched colonial and mathematical themes in children's education. The legislation describes the curriculum as a decolonizing and liberating tool for articulating local culture while allowing society to influence decision-making concerning educational policies. The curriculum of mathematical education emphasizes intraculturality and interculturality through guiding themes, allowing for the rebuilding of family and community knowledge, facilitating cultural dialogue, ensuring the visibility and exchange of other epistemic logics, and contributing to the construction of decolonized thought.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[Currículo intercultural]]></kwd>
<kwd lng="pt"><![CDATA[Descolonização]]></kwd>
<kwd lng="pt"><![CDATA[Intercâmbio cultural]]></kwd>
<kwd lng="en"><![CDATA[Children's education]]></kwd>
<kwd lng="en"><![CDATA[Mathematical education]]></kwd>
<kwd lng="en"><![CDATA[Intercultural curriculum]]></kwd>
<kwd lng="en"><![CDATA[Decolonization]]></kwd>
<kwd lng="en"><![CDATA[Cultural exchange]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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