Ethnomathematics and schooling education: a pandemic as a phenomenon that unveils colonialist violence

Abstract

This article focuses on colonialist violence unveiled due to the COVID 19 pandemic, with the main analytical context being education in its school setting. To support reflections in this context, three elements belonging to the origins of the construction of ethnomathematical knowledge are used, namely: - all knowledge is contextual; - mathematics is a set of socially and culturally constructed knowledge; - both teaching and learning mathematics can be transformed through the re-signification of intercultural relations. With the contribution of this triad, two complexes of factors are then developed. The first concerns the relationship between educational processes and attacks of a colonialist nature on socio-cultural diversity. The second highlights quilombola, indigenous and rural educational contexts as spaces to fight against these attacks. Finally, intertwining the reflections developed, the pandemic period will be critically reflected upon in order to unveil causal links in the context of violence arising from colonizing movements that remain present in contemporary educational processes.