Educar em encruzilhadas na educação matemática: o sopro da pemba nas questões étnico-raciais

Abstract

The research in question aims to macumbar a certain mode of education at a crossroads. It follows a path that pursues the traces of life productions linked to a white, adult, monogenist, heteronormative, and Eurocentric coloniality/modernity, within the scope of public policies related to books, didactic materials, and teacher training. Seeking to develop a decolonial attitude of knowledge, being, and power, in giras, we mark our footprints in a researching process that engages with the question: "How has my formative process addressed ethnic-racial issues in my classroom practice?". For this purpose, we developed a methodology based on pemba, inscribing ritual points in experimentation workshops with textbooks to build a bodyterritory alongside teachers from Basic Education in two research fields in the municipality of Colinas-MA. The first field was established in a full-time high school, with mathematics teachers, during eight in-person meetings. The second field encompasses two schools, with elementary school teachers, located in two distinct quilombola communities, with six in-person meetings. The experimentations followed a ritual that privileged the body as a site of knowledge production, occurring in diverse times and spaces, not chronologically ordered, and organized as the pemba powder traced the various points of this crossroads-research. The mode of production of the workshops happens in the field, so that planning is continuously adjusted according to the demands of the experimentation process. Evoking the strength present in writing with pemba, engraving points of opening at the beginning of each research stage, opens a portal that, by provoking fissures, allows other epistemes and methodological proposals to emerge.