História da matemática e imagens da África: silenciamentos nos livros didáticos

This study seeks to analyze how the African continent is addressed in 6-th grade mathematics textbooks of Elementary School, approved by The Brazilian Textbook Program (Programa Nacional do Livro e do Material Didático – PNLD), for the triennial cyches from 2005 to 2017, with significant distribution in Brazilian public schools. The main theoretical contributions to the analysis came from the perspective of Education for ethnic-racial relations and the Ethnomathematics Program. To achieve the objectives, the research analyzed how, where, when, and the total number of references to the African continent in the selected textbooks. To organize the reading of the textbooks, several categories were created, guided by studies in Content Analysis. It is concluded that there are inadequate or silenced approaches in the mathematics textbooks analyzed here, as well as the non-appropriation of opportunities, such as the history of mathematics, for this purpose.