The emergence of mathematics and the decolonization of scientific thought on this side

Abstract

This text organizes some reflections, with which we have been engaged, in response to questions that have challenged us, since we began our academic work, in the universe of knowledge of culturally distinct peoples. More specifically, in the universe of knowledge of indigenous peoples. We focus on the question: If we defend that indigenous people should produce, practice and theorize their knowledge from their own narratives, consistent with their worldview and their model of thought, and that our main and first function as educators is to provide the conditions for the existence of transculturally shared communicative spaces, why do we continue to submit ourselves, in an uncritical way, to the scientific academic canons of the north, reproducing in our Universities and Programs the vision of scientific truth, conditioned to the method, the model and the languages disseminated and imposed by the colonizers? Our attempt was to produce a text that would organize some assumptions, which, we believe, argue in the construction of a discursive field in favor of the existence of multiple mathematics and, by characterizing them in some of the different scenarios from which they emerge, we advance a little further. the conversation about the Ethnomathematics Program and the need for decentralization of global scientific thinking.