Matemática das encruzilhadas: alargando os sentidos

Abstract

This dissertation aims to discuss colonial crossings in the training of teachers in the early years of elementary school and then, to investigate the production of knowledge of these teachers in a decolonial dynamic, guided by a Yoruba myth. Basing our view on the training of teachers who teach mathematics from decolonial and Afro-diasporic references, we propose a Mathematics of the Crossroads: on the one hand, problematizing colonial relations still present in our practices; on the other, recognizing mathematics as a power, inhabiting crossroads which claim it as a production of knowledge that takes place in the meeting of paths, as possibilities for the reinvention of beings. The production of empirical data was carried out through a conversation circle with teachers who teach mathematics in a public school in the municipality of Duque de Caxias, in Rio de Janeiro, referenced in a Yoruba myth that provoked crossings with mathematics and its teaching practices. Thus, at first, we worked on tensioning colonial relations in the training of early grade teachers. Following that, from an epistemic turn, we took Afro-diasporic references as a possibility of insurgency in training activities with teachers, based on Yoruba mythology. As a result of this research in the formation of teachers who teach Mathematics, the mark of an estrangement from the coloniality in the formation of teachers emerges; as well as an ancestry that crosses and tears through time: passing through the past, in a reflection on the diaspora; settling in the present, in continuous reconstruction with teaching peers; and establishing possibilities for the future, opening paths in Exu's ambivalence.