Decolonial Experimentations in Mathematics Teaching: Seeking ways through action research
Coloniality is a legacy of the colonial period that lasts until the present day, imposing paradigms that hierarchize and subordinate peoples and cultures, mainly supported by the theory of Modernity/Coloniality. In order to transgress the oppressive logics of coloniality, a constant struggle is required considering different realities, histories and social struggles. The present essay will, through an extension project, constitute a research group with final years of Elementary School’s teachers, and will be proposed discussions about decoloniality in mathematics teaching and didactic interventions to be applied in participating teachers' classrooms. The methodology used will be action research, thus the discussion and intervention constructions are going to be adapted to the needs of the participants involved. The research results will consist of the analysis of meetings and discussions, using Textual Discourse Analysis. In this way, it will be developed, collaboratively, pedagogical proposals together with mathematics teachers, in order to seek teaching strategies that value knowledge subordinated by the North American-European hegemony.