‘Ser melhor para ser tratado igual’: narrativas sobre a trajetória acadêmica de formadores de professores de Matemática pretos ou pardos

Abstract

An analysis of official data collected in the Higher Education Census showed that black, brown, indigenous or female groups are under-represented in the teaching staff of mathematics courses, when compared to the characteristics of the Brazilian population. Given this context, a racial selection was made and it was decided that the research participants would be five black or brown mathematics teacher educators, one from each region of the country. The aim of the research was to problematize and discuss, based on the participants' narratives, possibilities for Mathematics degree courses to be increasingly inclusive, considering elements of Critical Mathematics Education and Critical Race Theory. To this end, qualitative research was carried out from the perspectives of Oral History and Narrative Research. The results revealed the need to question mathematical content, based on assumptions such as neutrality, rationality and certainty, which in different ways contributes to processes of exclusion. Another poss