<?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>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362025000300115</article-id>
<article-id pub-id-type="doi">10.46551/emd.v9n18a16</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O território e a justiça social nos currículos de Matemática: entre silenciamentos e invisibilidades]]></article-title>
<article-title xml:lang="es"><![CDATA[El territorio y la justicia social en los currículos de Matemáticas: entre silenciamientos e invisibilidades]]></article-title>
<article-title xml:lang="en"><![CDATA[Territory and social justice in Mathematics curriculum: between silencing and invisibility]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valle]]></surname>
<given-names><![CDATA[Júlio César Augusto do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rubim]]></surname>
<given-names><![CDATA[Andressa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></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>9</volume>
<numero>18</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362025000300115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362025000300115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362025000300115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa visa refletir sobre a possibilidade de uma Educação Matemática que considere os territórios das escolas e dos alunos, promovendo uma abordagem territorialmente referenciada. O estudo tensiona os documentos curriculares oficiais do Brasil e a produção acadêmica da área, com o objetivo de proporcionar uma Educação Matemática que, a partir dos territórios de cada escola e de seus alunos, se constitua como ferramenta de leitura, interpretação e intervenção nessas realidades, visando à promoção de justiça social. A metodologia envolveu a análise dos documentos curriculares nacionais recentes e uma revisão bibliográfica no Portal de Periódicos da CAPES, culminando em propostas para repensar o currículo de Matemática, incorporando o conceito de território, com base em dois mestrados profissionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación busca reflexionar sobre la posibilidad de una Educación Matemática que considere los territorios de las escuelas y los estudiantes, promoviendo un enfoque territorialmente referenciado. El estudio analiza los documentos curriculares oficiales de Brasil y la producción académica del área, con el objetivo de proporcionar una Educación Matemática que, a partir de los territorios de cada escuela y sus estudiantes, se constituya como una herramienta de lectura, interpretación e intervención en esas realidades, promoviendo la justicia social. La metodología incluyó el análisis de los documentos curriculares nacionales recientes y una revisión bibliográfica en el Portal de Periódicos de CAPES, culminando en propuestas para repensar el currículo de Matemáticas, incorporando el concepto de territorio, basado en dos tesis de maestría.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Território]]></kwd>
<kwd lng="pt"><![CDATA[Educação Territorialmente Referenciada]]></kwd>
<kwd lng="pt"><![CDATA[Currículo de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdades]]></kwd>
<kwd lng="es"><![CDATA[Territorio]]></kwd>
<kwd lng="es"><![CDATA[Educación con Referencia Territorial]]></kwd>
<kwd lng="es"><![CDATA[Currículo de Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Desigualdades]]></kwd>
<kwd lng="en"><![CDATA[Territory]]></kwd>
<kwd lng="en"><![CDATA[Territorially Referenced Education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Inequalities]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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