An overview of the presence of decoloniality, gender and race in the curriculum of Mathemathics degrees at public institutions in Rio de Janeiro

Abstract

On this paper, we will present a brief survey on what has been done at the teaching curriculum at math for the courses at public educational institutions in Rio de Janeiro, so as to check the presence or absence at the math teacher’s formation in topics such as white issues, afro-Brazilian culture, curriculum, decolonialism, diversity, ethnomathematics, race, gender, inclusion and racism. After a review about the themes, we performed documental research starting from public documents available at the institutions about their courses.  The disciplines found, as well as the information about them, were categorized by the themes mentioned, and a brief qualitative analysis is presented, followed by some considerations that we consider relevant.