Guiding elements for the analysis and design of public policies on indigenous and mathematics education ; Elementos orientadores para el análisis y diseño de políticas públicas de educación indígena y matemática ; Elementos orientadores para a análise e desenho de políticas públicas de educação indígena e matemática

This article reflects on the results of a doctoral research, which is concerned with identifying elements for the analysis and design of indigenous education and mathematics education policies from a decolonial approach. The methodology employed was qualitative, using content analysis, grounded theory, and semi-structured interviews. The results were classified into five different elements, as they related to: a) Categories for the analysis of the relationship between the terms “Indigenous Education”, “Curriculum”, and “Ethnomathematics”; b) Model for the analysis of indigenous education policies and mathematics education from an ethnomathematical perspective; c) Ethical-normative principles of decolonial emancipation; d) Conceptualization of the teacher as a political actor for the educational institutions; and e) Legitimacy. Based on these five elements, four aspects considered necessary for the decolonization of educational policies are proposed: 1) Awareness of oppression; 2) Recognition of the changing nature of social structures; 3) A horizon of transformation built on ethical-normative principles; 4) A method. In addition to the beforementioned, four research scenarios are proposed regarding processes of: 1) Epistemic coloniality; 2) Emancipation; 3) Subjectivation, and 4) Complementarity. ; Este artículo reflexiona en relación a los resultados de una investigación doctoral, que se ocupa de identificar elementos para el análisis y diseño de políticas de educación indígena y educación matemática desde un enfoque decolonial. La metodología empleada fue de tipo cualitativo y se utilizó el análisis de contenido, la teoría fundamentada y la entrevista semiestructurada. Los resultados se presentan clasificados en elementos relativos a: a) categorías para el análisis de la relación Educación Indígena – Currículo – Etnomatemática; b) modelo para el análisis de las políticas de educación indígena y educación matemática desde la Etnomatemática; c) Principios ético-normativos de emancipación decolonial; d) ...