Decolonial mathematics education: critical pathways for pedagogical re-existence

Abstract

This theoretical essay critically discusses the foundations and implications of a decolonial mathematics education, understood as a pedagogical, epistemological, and political proposal. It begins with a critique of Eurocentric dominance in school curricula and teacher training, arguing that mathematics taught in schools undermines other cultural rationalities. Based on frameworks such as ethnomathematics, cognitive justice, and decolonial thought, it advocates for valuing knowledge produced by Indigenous peoples, Afro-descendants, and traditional communities. Concrete examples of decolonial pedagogical practices that connect culture and mathematical content are presented. It concludes that decolonial mathematics education is essential to building a democratic, pluralistic, and anti-racist school.