WHAT TEACHERS SILENCE AND SAY ABOUT THE AFRICAN PRESENCE IN MATHEMATICS TEACHING?
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Abstract
This article analyzes the explicit and implicit meanings about the place that Africa occupies in the view of mathematics teachers who work in a public elementary school system. The analysis was based on the assumption that at school, since the childhood, there is a dialogue about what black, white or mestizo "being" is, always from Eurocentric interlocutors, such as the school curriculum, didactic material and curricular practices that (re)produce the ideology of whiteness. The article intends to contribute to broaden the field of ethno-racial and Afro-descendant studies in Mathematics education, whose analyzes point to the erasure of African matrices in the historiography of mathematics and the "desafricanization" of ancient Egypt as problems to be questioned in teacher training courses.
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