Etnomatemática insurgente: epistemologias do sul e práticas decoloniais no ensino da matemática

Abstract

This article proposes a theoretical-epistemological reflection on insurgent ethnomathematics as a paradigm of rupture with the hegemonic modern rationality in mathematics education. Based on a critical bibliographic approach and decolonial hermeneutics, it investigates Indigenous and Afro-Brazilian epistemologies as legitimate expressions of rationality. By rejecting the subalternization of non-Western knowledges, it advocates for a curriculum that reinserts body, myth, rhythm, and ancestry as epistemic categories. It argues that these practices not only coexist with modern mathematics but also challenge it. Insurgency, in this context, affirms other worlds—lived geometries and knowledges that resist erasure.