Direitos humanos e etnomatemática: formas outras de compreender a educação (matemática).

This article aims to discuss a path of reflection in the field of human rights, through a qualitative approach of the bibliographic type. The text starts from the studies of D'Ambrosio, Vergani, Benevides, Mignolo and Ballestrini, and seeks to bring together human rights and ethnomathematics. As a thought experience, this study provides a historical rereading for the understanding of the world system, highlighting the coloniality rooted in the educational system from the colonial period to the present day, where European knowledge is legitimized as a scientific, academic and world framework, making the knowledge of subordinate groups invisible. We conclude that this work focuses on experiences of liberation and transgression in the formative process of knowledge production in the educational context in mathematics teaching practices. [ABSTRACT FROM AUTHOR]