Abstract
This article aims to present reflections on the constitution of the decolonial option in Mathematics Education. As theoretical assumptions, it is based on references based on the Ethnomathematics Program, decolonial studies, discussions woven in the interface between Mathematics Education and Decoloniality, in addition to reflections arising from the dialogue between Mathematics Education and affirmative actions. It is understood that Mathematics, in its historical process of constitution, participated in several colonization processes and still reproduces several of its effects via coloniality(ies), making invisible, silencing and denying various forms of knowledge(s), as well as its connoisseurs. In this way, it is proposed that the decolonial option in Mathematics Education enables dialogical spaces between the different ways of reading and interpreting the world from the very world in which we live.
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