MYTHS, DECOLONIALITY AND ASSESSMENTS: POSSIBILITIES WITH AND FROM (MATHEMATICS) EDUCATION

Abstract

This essay generates effort and sparks between a colonial (mathematics) education project, which is constituted by a school system that operates as a hierarchical and exclusionary space, maintaining an unequal society with the idea of content at the center, and a decolonial (mathematics) education. Taking as reference a reading of the Greek myths of Narcissus, Oedipus, and Antigone, it constitutes, together with Grada Kilomba's performances, some traits, movements, and possibilities with and from assessment and (mathematics) education. These trajectories are exemplified by assessments that take place in school and, specifically, in the mathematics classroom, with the recognition of images, of other life trajectories and differences, with visibility, with (de)silencing, with ruptures, with resistance movements, with an attitude of struggle, with contingent facts, with assessments as practices of (re)existence.