Curricular policies to postpone the end of the world and poetics about existence in indigenous school education

Abstract

The purpose of this text is to rescue and discuss experiences carried out in the field of curricular policies of / in indigenous school education, inspired directly by Ethnomathematics or capable of establishing substantive connections, especially in the context of the rapidly expanding context of the Covid- 19. For this, we consider the research-practices-policies recently mobilized by research members of the Group of Studies and Research in Ethnomathematics (GEPEm) of the Faculty of Education of the University of São Paulo, who have dedicated themselves to the curriculum and its policies in their studies and investigations. We make use of the serious lessons learned from the threatening experience of Pandemic in which we find ourselves to understand the territory of curricular policies as a privileged place for debates that offer different, contradictory and complex, unequal points of view, interests and power relations. In this context, we address possible and potential contributions of research on curricula, inspired by Ethnomathematics, to tension and destabilize mathematics curriculum (e) understandings, while also presenting and discussing policy-practices capable of offering us consistent subsidies. , necessary for the resistance and the curricular reinvention that we propose.