Decolonial experimentation from the perspective of pedagogical action research: building paths for teaching mathematics with basic education teachers

Abstract

This study presents results from a master's degree research paper that sought to understand how and which paths emerge when pondering over the teaching of mathematics from more decolonial perspectives. Coloniality persists to the present day, imposing hierarchical paradigms and subordinating peoples and cultures, according to the theory of modernity/coloniality. To confront the oppressive logic of coloniality, a continuous and unsubmissive struggle is essential, considering different realities, stories and societal issues. Stemming from an extension action, a group composed of teachers of basic education and the academic community was formed, focusing on reflecting upon decolonial pedagogical practices, culminating in an e-book with paradidactic proposals to contribute to rethinking their practices of school education. Pedagogical action research was the adopted methodology, promoting the continuing education of teachers and encouraging critical reflection. A qualitative investigation guided the construction of the results, based on the speeches of the educators and the adopted theoretical references. Teachers have demonstrated the desire to make their practices more emancipatory, despite insecurities as to the full mastery of certain materials. The collective production of the didactic proposal highlights the importance of the collaborative process in the decolonization of minds and the contribution to teaching-learning.