The training of mathematics teachers from ethnomatematics: a decolonial view

Abstract

The objective of this article is to take a critical look at some elements, proposed by Blanco-Álvarez, on the training of mathematics teachers from Ethnomathematics, reading them from Dussel's philosophical categories: transmodernity, intercultural dialogue and analogy. The most striking results refer to: a) that the teacher remains in permanent reflection and vigilance to avoid relapsing into neocolonialism in their professional development; b) that intercultural dialogue is based on the search for similarities, as analogies for understanding; c) the urgent need to modify the curricula of mathematics degrees in the search for the training of a teacher who transgresses the paradigm of modernity/coloniality in the school and d) the importance of the teacher as a dynamic agent of processes that integrate the community and his interests in the search for transmodernity.