Decoloniality, Rural Education and Mathematics Teacher Training: for a Agrarian Reform of Knowledge

Abstract

This article aims to present the relations between Decoloniality, Rural Education and Teacher training. By assuming a decolonial perspective, conjecturing about new possibilities for the University and taking Rural Education as a phenomenon of political-epistemic disobedience, this article intends to show how these relations tension traditional models of mathematics teacher training based on actions developed in the Rural Education Degree course, mathematics qualification, from the Federal University of Minas Gerais (UFMG). The achieved discussions, which take Ethnomathematics as a guideline, defend teacher training processes based on historical, socio-cultural and pedagogical aspects present in different forms of life, particularly the peasants forms of life, while the University would occupy a possible multi-epistemic and borderline space that dialogues scientific-academic knowledge with those present in the practices of peasant cultures, positively affirming their differences in overcoming the hegemonies and the inequalities between rural areas and cities in Brazil.