Paulo Freire's anthropological conception and coloniality of knowledge in Mathematics (Education)

Abstract

This article aims to problematize the process of teaching and learning mathematics based on Paulo Freire's anthropological conception, whose foundation configures the contours of his pedagogy. Based on the assumption that this conception advocates comprehensive, critical, and reflective training for educators, we believe that their pedagogical practices can encourage the acquisition of significant learning. In this perspective of criticality, we present the foundations of coloniality of knowledge in mathematics and mathematics education, so that educators can overcome the constraints and historical conditioning to which they are presented, through a content-based school curriculum, eurocentric and, in many cases, devoid of meaning for students. In this context, the possibility of reinventing the world, towards the process of humanization in the training of educators, refers to the dimension of ethics as a founding value of/in Freirean pedagogy. An ethics that dialogues with the training needs, with the desires, with the difficulties and with the hope of an integral formation of educators soaked in humanity, rigor and theoretical-practical coherence, in the progressive search for praxis in the profession of educators.