The distances between the Common National Curriculum Base and ethnomathematics

Abstract

The article highlights one of the most recent documents that directly influence educational policies in our country. This document is the Common National Curriculum Base for basic education. This document has been presented as defining the learning rights of all students. It is part of an educational project that aims to guide curriculum implementation in all schools. He will also direct teacher training. However, we analyze that its implementation involves the reduction of curricula to an object, a product, the list of previously given contents. Furthermore, it comes to mean a process of colonization, standardization, control, and making difference invisible. In this way, he distances himself from curricular practices aligned with ethnomathematic perspectives.