Contextualization in the area of Mathematics and Its technologies of the National Base of Common Curriculum (BNCC): possibilities through Decolonial Pedagogies

Abstract

Our purpose with this article is to analyze the meanings of contextualization in the area of ​​Mathematics and its Technology of the BNCC and its normative character. In order to achieve this objective, we rely on a qualitative and documentary research of the final version of the BNCC and the training documents: 1) “Transversal Contemporary Themes (TCTs) in the BNCC: historical context and pedagogical assumptions”; 2) “Transversal Contemporary Themes (TCTs) in the BNCC: proposals for implementation practices”. We also emphasize that the analysis was fostered from a critical discussion based on the precepts of Ethnomathematics and Decolonial Thought. The results show that the contextualization presented in the BNCC directs learning towards a labor training, based on the development of competences, with a normative character that approaches a neoliberal conception and coloniality. We consider that the meanings about the contextualization theme favor the epistemological erasure and the distancing of a critical, emancipatory formation that respects sociocultural diversities.