Abstract
Afterword
Highlights
From the moment that authors from different parts of the world began to question the absence of sociocultural bases in the formation of mathematical knowledge, inside and outside the academic universe, a fertile field was opened to face truths that had long been ignored in discourses about the nature of mathematics
With the new production of knowledge, there was a confrontation with conceptions that, in their bases, devalued cultures, but excluded them from any process that referred to the construction of mathematical knowledge
At the same time that prejudices and historical manipulations became evident, there were contradictions, inconsistencies and boundaries that challenged, and still challenged, researchers, educators and all those who led a movement in favor of the construction of the field of ethnomathematics
Summary
From the moment that authors from different parts of the world began to question the absence of sociocultural bases in the formation of mathematical knowledge, inside and outside the academic universe, a fertile field was opened to face truths that had long been ignored in discourses about the nature of mathematics. Mmbm@fct.unl.pt 2 Associated professor of rural education, University of Brasília, Brasília / Brazil; and Researcher on ethnomathematics of social movements, indigenous, and quilombola. With the new production of knowledge, there was a confrontation with conceptions that, in their bases, devalued cultures, but excluded them from any process that referred to the construction of mathematical knowledge.
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