Ethnoanthropologies and the plurality of earth ways of existing, learning and inhabiting different spaces

Abstract

This text was produced from the perspective of responding to concerns or provocations triggered during the teaching, research and extension that we have developed, in the field of Mathematics Education, over the last 10 years and that, on this occasion, we intend to share with the readers of the Electronic Magazine of Mathematics Education – REVEMAT, in the special edition, called Anthropologies and Mathematics Educations: (im)pertinent dialogues. Our ideas were organized and exposed to discuss the proposed theme based on our understanding of new critical anthropologies and mathematical education in a dialogue mediated by Ethnomathematics Education, which discusses the classroom as a space of otherness, conceiving each student as a cultural member of your family and your neighborhood. We highlight the importance of the indigenous movement in the search for knowledge and appropriation of instruments and techniques for studies and research on the contexts inhabited by them and other peoples and we argue that the training and performance of indigenous researchers on their own culture, in relation to others , this could be an ontological turn in the human sciences, when they will probably make important updates or revisions to what has been described to date regarding the world produced and inhabited by them. We conclude by defending the possibility of them, Terran Amerindian peoples, teaching and inspiring us about their ways of existing and inhabiting the planet in true symbiosis with other living and spiritual beings, as a way of mitigating the effects of the Anthropocene.