Abstract
Macunaíma, Mário de Andrade's characterless hero, is reinterpreted in this text as the starting point for a discussion on Mathematics Education from a decolonial perspective. We aim to examine hegemonic mathematics and its connection to coloniality through two key concepts: sacred and earthly. These terms, used metaphorically, serve to delve into the fundamental nature of how mathematics is taught in schools and universities. Building upon this initial problematization, we suggest alternative approaches rooted not only in decolonial references but also in literature and music. Subsequently, we explore additional metaphors that can be instrumental in reshaping school mathematics and teacher training within a new paradigm that transcends dichotomies, avoids assimilation with Western hegemonic thinking, and rejects assessment practices that lead to segregation.
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