The Decolonial Stance in Mathematics Education: pointing out actions for the construction of a political agenda

In this article, we present a decolonial stance in Mathematics Education, which is not understood as qualification attributed to particular actions or practices opposed others, nor tendency that theoretically methodologically constrains research production, but political and epistemic position of permanent transgression insurgency concerning the patterns world power established by myth Western modernity. From understanding towards agenda propose, with no pretensions totality, set situated actions: Mathematics, its ontological, epistemological methodological perspectives, problematizing naturalization conceptions on discipline teaching, setting it movement political-epistemic disobedience; collective memories linked deconstructing Eurocentric narratives invibilize bodies, knowledges, ways being world; teachers’ education processes, incorporating acknowledging protagonism other subjects, territories, their knowledges.