Mathematics Educations from Latin America: "Propio", Epistemic Struggles, and Decolonial Reconfigurations
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Resumo
The prevailing perception of mathematics education as an objective and value-neutral discipline disconnected from sociocultural, economic, and political contexts has historically been the dominant paradigm within the field. This perception has perpetuated the phenomenon of "knowledge colonization", which engenders various forms of epistemic and ontological violence in countries of the so-called "Global South". In this paper, we present a comprehensive literature review that employs natural language processing (NLP) techniques to explore this complex landscape by acknowledging pervasive biases and power imbalances that affect marginalized communities in Latin America. We analyze publications from 44 Latin American journals over 2014-2024 and map a discursive network to identify emerging trends and concerns shaping the development of local mathematics education in the region. In doing so, our paper provides an overview of the evolving landscape of mathematics education research in Latin America, challenging diffusionist approaches and assessing the progress of Latin American scholarship amidst complex socio-cultural and political realities. Our findings suggest that locally grounded theoretical contributions remain peripheral, while non-local frameworks continue to dominate. Building on the concept of "Propio", we argue for epistemic justice through theoretical innovation anchored in the region's histories and struggles.
Dados da obra
- Tipo
- Artigo
- Periódico
- ZDM: Mathematics Education, v. 57, n. 7, p. 1343-1355
- Editora
- Springer Science+Business Media
- Ano
- 2025 (2025-10-14)
- Idioma
- en
- Palavras-chave
- Mathematics Education; Foreign Countries; Epistemology; Decolonization; Bias; Power Structure; Disadvantaged; Educational Trends; Educational Research; Justice; Latin American History; Latin America; epistemic justice; epistemic violence; ontological violence; Global South; marginalized communities; diffusionism; epistemic struggles
- DOI
- 10.1007/s11858-025-01749-1
- ISSN
- 1863-9690, 1615-679X, 1863-9704
- Acesso
- Acesso restrito
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ANDRADE-MOLINA, Melissa et al.. Mathematics Educations from Latin America: "Propio", Epistemic Struggles, and Decolonial Reconfigurations. ZDM: Mathematics Education, v. 57, n. 7, p. 1343-1355, 2025. DOI: https://doi.org/10.1007/s11858-025-01749-1.
APA
Andrade-Molina, M., Muñoz, A. M., Valoyes-Chávez, L., Parra, A., & Neto, V. (2025). Mathematics Educations from Latin America: "Propio", Epistemic Struggles, and Decolonial Reconfigurations. ZDM: Mathematics Education, 57(7), 1343-1355. https://doi.org/10.1007/s11858-025-01749-1
BibTeX
@article{andrademolina2025,
author = {Andrade-Molina, Melissa and Muñoz, Alex Montecino and Valoyes-Chávez, Luz and Parra, Aldo and Neto, Vanessa},
title = {Mathematics Educations from Latin America: "Propio", Epistemic Struggles, and Decolonial Reconfigurations},
year = {2025},
journal = {ZDM: Mathematics Education},
volume = {57},
number = {7},
pages = {1343-1355},
publisher = {Springer Science+Business Media},
doi = {10.1007/s11858-025-01749-1},
language = {en}
}RIS
TY - JOUR AU - Andrade-Molina, Melissa AU - Muñoz, Alex Montecino AU - Valoyes-Chávez, Luz AU - Parra, Aldo AU - Neto, Vanessa TI - Mathematics Educations from Latin America: "Propio", Epistemic Struggles, and Decolonial Reconfigurations PY - 2025 JO - ZDM: Mathematics Education VL - 57 IS - 7 SP - 1343 EP - 1355 DO - 10.1007/s11858-025-01749-1 LA - en ER -
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