For decolonial mathematics: Voices that come from school

Abstract

This paper aims to discuss experiences of secondary school students with mathematics mobilized at school, from a decolonial option. The data was produced through essays and drawings on school mathematics, made by 10^th grade students from a federal public school in the city of Rio de Janeiro. The use of a qualitative methodology grounded on the analysis of the discourse enabled the production of results indicating manifestations of resistance that reveal traits and effects of coloniality of power, knowledge, and being in the teaching of basic school mathematics. We report the results in a fictional narrative. in which these three axes of coloniality, as well as movements of decoloniality, are intertwined by four characters who incarnate the students’ voices, in the form of yells for freedom. This narrative happens in a in between place where the four characters dialogue with figures from indigenous cultures who embody the guiding thread of this plot.

Keywords/Palabras clave
School Mathematics; Decoloniality; Resistance; Unsubordinated formats