Towards a planetary decolonial theory of Transcomplex Decolonial Mathematics Education

Abstract

The research is carried out in planetary decoloniality, fulfilling the complex objective of supporting a planetary decolonial theory in Transcomplex Decolonial Mathematical Education. Comprehensive, ecosophic, and diatopy hermeneutics are rhizomatically immersed with the transmethod, going through analytical, empirical and propositional moments. In the propositional moment, regarding the configurations on decolonialism in the South of Mathematical Education, in the first place we declare the liberation of mathematical science insofar as its last name is humanity; From its logic, mysticism and those responsible for the advances of civilizations, we achieve an ecosophic essence attentive to its best virtues: high-level metacognitive thinking, con-formation of the citizen in his thinking of social responsibility: the anthropoetic before the land-fatherland. The planetary decoloniality of knowledge and geopolitics of liberating mathematical knowledge is an approach to the decolonial theory in Transcomplex Decolonial Mathematical Education; geopolitics has a paragon: mathematics for everyone; but not as mere rhetoric but biopolitics of power that transits and empowers the student in a lively and affective way of doing mathematics. The teacher must promote another way of doing research on mathematics in life, in the city, the popular habitat, daily life, and culture; firstly detaching himself from the outdated training and empowering himself with the essence of mathematics.