<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872022000100167</article-id>
<article-id pub-id-type="doi">10.21814/rpe.24272</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fazendo covas na areia: Desaprender para aprender, movimentos decoloniais na Educação Matemática]]></article-title>
<article-title xml:lang="es"><![CDATA[Cavando hoyos en la arena: Desaprender para aprender, movimientos decoloniales en Educación Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Digging holes in the sand: Unlearning to learn, decolonial movements in Mathematics education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tuchapesk da Silva]]></surname>
<given-names><![CDATA[Michela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tamayo]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A4 "/>
<xref ref-type="aff" rid="Af5"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais Grupo de pesquisa interinstitucional inSURgir ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Minas Gerais Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Campinas Grupo de pesquisa &#8216;Educação, Linguagem e Práticas Culturais&#8217; ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Suramérica da Red Internacional de Etnomatemática  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>167</fpage>
<lpage>188</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872022000100167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872022000100167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872022000100167&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como propósito levantar debates mobilizando a mancala como prática social e não como um jogo, no sentido de decolonizar concepções extrativistas do conhecimento africano que têm sido geradas pelo uso da epistemologia eurocêntrica como padrão de correção de todas as práticas do mundo. Deste modo, propomos olhar para a mancala como um tipo de jogo de linguagem nos aproximando da filosofia do segundo Ludwig Wittgenstein, isto é, como parte de um exercício terapêutico-gramatical-decolonial de modo a construir outros &#8220;mundos possíveis&#8221;, formas outras de educar em diálogos afrodiaspóricos, que possibilitem tensionarmos a imposição do olhar eurocêntrico sobre as práticas africanas. Para isto, partimos da compreensão de que há conhecimentos matemáticos que se manifestam de diferentes maneiras em todas as culturas e da importância do desprendimento epistemológico para possibilitar diálogos entre formas de vida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El propósito de este artículo es provocar debates al movilizar a mancala como una práctica social y no como un juego, buscando decolonizar las concepciones extractivas del conocimiento africano que fueron generadas por el uso de la epistemología eurocéntrica como parámetro de corrección para todas las prácticas en el mundo. De esta manera, proponemos mirar la mancala como una especie de juego de lenguaje con base en la filosofía del segundo Ludwig Wittgenstein, es decir, como parte de un ejercicio terapéutico-gramatical-decolonial para construir otros &#8220;mundos posibles&#8221;, formas otras de educar en diálogos afrodiaspóricos, que permitan cuestionar la imposición de la mirada eurocéntrica sobre las prácticas africanas. Para ello, partimos de la comprensión de que hay conocimientos matemáticos que se manifiestan de diferentes formas en todas las culturas y de la importancia del desprendimiento epistemológico para posibilitar diálogos entre formas de vida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article aims to raise debates mobilizing mancala as a social practice and not as a game, in the sense of decolonizing extractive conceptions of African knowledge that have been generated by the use of Eurocentric epistemology as the standard of correction of all practices in the world. In this way, we propose to look at the mancala as a type of language game approaching the philosophy of the second Ludwig Wittgenstein, that is, as part of a therapeutic-grammatical-decolonial exercise in order to build other &#8220;possible worlds&#8221;, other ways of educating in Afro-diasporic dialogues, which allow us to tension the imposition of the Eurocentric view on African practices. For this, we start from the understanding that there is mathematical knowledge that manifests itself in different ways in all cultures and from the importance of epistemological detachment to enable dialogues between forms of life.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mancala]]></kwd>
<kwd lng="pt"><![CDATA[Jogos de linguagem]]></kwd>
<kwd lng="pt"><![CDATA[Decolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia africana]]></kwd>
<kwd lng="pt"><![CDATA[Etnomatemática.]]></kwd>
<kwd lng="es"><![CDATA[Mancala]]></kwd>
<kwd lng="es"><![CDATA[Juegos de lenguaje]]></kwd>
<kwd lng="es"><![CDATA[Decolonialidad]]></kwd>
<kwd lng="es"><![CDATA[Epistemología africana]]></kwd>
<kwd lng="es"><![CDATA[Etnomatemáticas]]></kwd>
<kwd lng="en"><![CDATA[Mancala]]></kwd>
<kwd lng="en"><![CDATA[Language games]]></kwd>
<kwd lng="en"><![CDATA[Decoloniality]]></kwd>
<kwd lng="en"><![CDATA[African epistemology]]></kwd>
<kwd lng="en"><![CDATA[Ethnomathematics.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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