A vital-praxiological turn in the undisciplined training of educators

Abstract

In this article, based on the works of Wittgenstein, we present a picture of mathematicS that allows deconstructing colonialist discourses that see them as a unitary, universal, logical-formal, abstract and neutral knowledge, dictating deterministic norms for the vital-praxiological world, as well as we consider another way to make mathematicS participate in an undisciplined educators formation guided by a decolonial political-ethics that promotes the diversity of forms of life and the collaborative and democratic coexistence between the natural beings that constitute them. As an example of this, we describe the Amazonian cultural practice of gold mining – which, in its ruled aspects guided by normative community purposes, could be seen as a mathematics –, problematizing it in its environmental, political, economic, social, sanitary and legal effects and affects.