La perspectiva decolonial en etnomatemática: Revisiones desde el contexto peruano.

This research exposes a series of conceptual guidelines on the presence of ethnomathematics in Peru and its implicit link with decolonial thought. To achieve this end, the article considers the following aspects: 1. The antecedents of ethnomathematics, which can be found in the proposals of Ubiratan D'Ambrosio who, since the 1980s, has tried to promote ethnomathematics, pointing out how Marginalized and displaced cultures are forced to adopt colonial systems of numerical learning, violating their identity, without incurring in the precise inquiry about the historical evolution of this science and without appreciating its links with other areas of knowledge, restricting the right to integrate what is their own of the learning culture. 2. The links of ethnomathematics with bilingual intercultural education, while this pedagogical proposal considers the environments and cultural diversity existing in Peru, from whose bosom the claims for free education are raised, not only oriented to the care of languages original, but as a subversive proposal to break the hegemonic patterns of coloniality. 3. Decolonial approaches in ethnomathematics, which include a different position regarding knowledge and identity, is a decolonizing way of approaching teaching/learning processes, insofar as the original populations can integrate their worldview, culture, languages and ancestral knowledge to the formative processes, including the methods in which mathematics is taught. [ABSTRACT FROM AUTHOR]