ANTI-RACIST MATHEMATICS EDUCATION

THEORETICAL ASSUMPTIONS, DECOLONIAL AND INTERCULTURAL PRACTICES

Abstract

Racism “is the acceptability condition of taking life in a society of normalization”1, “it is more of a consumer product of the same category as other goods, objects and commodities”2. Likewise, Angela Davis3 advocates that in a racist society it is not enough not to be racist, it is necessary to be anti-racist. And education, obviously, must be a protagonist in the anti-racist struggle. In view of this, we bring here reflections on legislation for Anti-Racist Education; teacher training committed to ethnic-racial issues; from the perspective of Ethnomathematics with Anti-Racist Education; and finally, the possibilities of decolonial, intercultural and decentralized mathematics teaching. This is a theoretical study based on ongoing research at the Graduate Program in Education at the University of Brasilia. It is a qualitative, exploratory and bibliographical study. The analysis corpus included theses, dissertations, journal articles and books. As a result, we can infer that the work with Anti-racist Mathematics Education is constituted through interculturality, decoloniality and decentralization in mathematics classes and, above all, that knowledge of peripheral cultures is recognized and valued in teacher training and practices educational.