A view of colombian research in Critical Mathematics Education

Abstract

In this paper, we bring, in the first part, a synthesis of our analytical and critical reading of the texts published in the special issue of the Revista Latinoamericana de Etnomatemática, focused on Critical Mathematical Education (EMC) in Colombia. We will highlight points that, in our view, are central to each research, such as which concepts and socio-cultural aspects are being involved, seeking to point out relationships with other EMC studies and drawing parallels with what we experience in Brazil. At the end, we will make some reflections on the Colombian EMC, drawing parallels with the Brazilian EMC, pointing out similarities among them, looking for a possibility of a theorizing activity more focused on South America, that can be built together, less focused on great European theories, without , however, deny or ignore them.