Por uma educação matemática antirracista: uma proposta de confluências entre educação matemática, afrofuturismo e Teoria Crítica da Raça

Abstract

This thesis emerges from the unease of a teacher-researcher with more than 25 years of tea-ching experience regarding what could be called Antiracist Mathematics Education. Its objec-tive was to construct a proposal for Antiracist Mathematics Education grounded in elements of Afrofuturism and Critical Race Theory (CRT) present in Brazilian academic dissertations and theses. Afrofuturism has its roots in aesthetics and the arts, while CRT originates in the legal field. Within this scope, the challenge was to mobilize these theories in dialogue with the legal and epistemological framework of the Education of Ethnic-Racial Relations (ERER) and its curricular guidelines. This exploratory and qualitative research employed Systematic Litera-ture Review and Integrative Review as methodological procedures. The corpus consisted of dissertations and theses selected from the Digital Library of Theses and Dissertations (BDTD) and the CAPES Catalog of Theses and Dissertations, in addition to one international article that associates Afrofuturism with Mathematics Education. After refinement, twelve disserta-tions, four theses, and one article were analyzed, later inserted into Atlas®.ti software for co-ding and examination of the connections between emerging elements. From the analysis, four categories emerged: (C1) Race as a technology of domination – highlights, from the perspec-tive of CRT, how the idea of race sustains systems of exclusion, even under discourses of neu-trality; (C2) The myth of school neutrality and curricular disputes – problematizes the false neutrality of Mathematics Education and reveals its political character; (C3) Sankofa and education as a strategy of reexistence and future project – emphasizes Black ancestry as the foundation of a critical, insurgent, and utopian education; and (C4) Sustainable and emancipatory technological futures – points to the need for a transdisciplinary, creative, and innovative Mathematics Education, in dialogue with growing digitalization, environmental preservation, and the planning of desirable futures. The analyzed data revealed significant silences: the scarce problematization of whiteness; the persistent absence of a critical dialogue with concepts such as algorithmic racism, digital technologies, artificial intelligence, internet, social media, science fiction, and climate crises in Mathematics Education within the antiracist context; and the urgent need to project possible and sustainable Black futures. At the same time, advances were identified: the valorization of African ancestry, the use of games such as Mancala, and the incorporation of Ethnomathematics and Critical Mathematics Education as strategies of resistance. It was thus concluded that Antiracist Mathematics Education must break with the institutionalized silence on race and racism, incorporate Black voices into kno-wledge production, problematize the privileges of whiteness, and foster critical formation for all students. Anchored in the premises of Afrofuturism, the proposal reaffirms the centrality of the environment as a living and sacred body and envisions futures in which Black subjects are protagonists of their own history within a highly technological, ethical, and sustainable soci-ety. Nevertheless, this investigation constitutes only an initial reflection, open to criticism and improvement. Much like Afrofuturism itself—characterized by its ability for reinvention and metamorphosis with an eye toward the future—it is hoped that Mathematics Education rese-archers may gather in quilombo-like collectives, and through other, more robust and transfor-mative studies, contribute to strengthening the struggle for Antiracist Mathematics Education.