Curricular Discussions on Mathematics Education for Social (In)Justice(s)

In this essay, I aim to demonstrate how the Mathematics curriculum content in basic education (re)produces social injustices, given its characteristic of being the result of a historical and intentional process of selection following political-economic and/or political-cultural interests. Starting from an intelligible understanding of Social (In)Justice, mobilizing curricular discussions, I turn to two episodes inscribed in the History of Brazilian Mathematics Education to fulfill this objective. Finally, I point to what I believe to be the core of any Mathematics Education that is ultimately concerned with issues of Social Justice.