RELATIONAL POLICIES TO REFOREST THOUGHT

Practicing Math Curricula as a Practice of Caring for Mother Earth

Abstract

This article aims to understand how indigenous women redefine the problem of the climate crisis at the COP, in academia - especially for Mathematics Education - and in various shared spaces, opening up possibilities for curricular practices in mathematics as practices of care for Mother Earth. For this, we take as a theoretical and analytical reference the thinking of indigenous women who reeducate politics and present us with educations that escape the classroom, but teach us to transform it based on the construction of a collective subjectivity, possible as long as it is allied to a cosmopolitics that is sensitive to different forms of life on and of the Earth. Reforesting thought, in the sense of shifting it from disciplinary logic to that which affects a body and forces it to think with implications for thinking about the capitalocene and the possibilities of transgressing the disciplinary, putting tension in Mathematics curricula in Basic School Education. This is a countercolonial exercise, supported by a relational policy that differs from any attempt to subordinate other knowledge to the discourses of modern science, prioritizing the enunciation of peoples who resist coloniality, affirming their own languages ​​and sociocultural practices, which, understood as complete and organized, are of interest to us in maintaining life and the firm sky.