The use of games as playful pedagogical materials to problematize decolonial practices in educational environments

This article analyzes the relevance of working on decolonial issues through playfulness in mathematics. Methodologically, this is a bibliographical research, with a qualitative approach and reports of practices carried out with Youth and Adult Education classes and in Elementary School I. According to Educational Legislation, it is crucial to think about new methods that contribute to a movement of resistance and rupture in favor of the decolonization of schooling. In addition to contributing to the consolidation of mathematical concepts and countering patterns of Eurocentric colonial power, games provide reflections on conscious consumption, thus breaking with the capitalist system, which, according to Krenak, has the power of co-optation. Among the results and conclusions, playfulness in mathematics helps to promote inclusive education that values diversity.