Quem realmente sabe que a África não é um país? Desprendimentos decoloniais em Educação Matemática

In the present article we propose to open a edge for other encounters with the African sociocultural practice Sona as an effect of detachment of knowledge or ideas that can be used to interpret this practice according to the standards of disciplinary organized Mathematics. Thus, we present other ways of thinking/feeling/experiencing life, of being affected, by assuming the decolonial option as a possibility to create, invent, philosophize with the Sona. Meetings that allow new affections and new concepts, to deconstruct what was given to us as truth, to destabilize a system of thought that is anchored in the Modernity/Coloniality project. In this sense, we seek to detach ourselves from any conception of knowledge that seeks to establish itself as universal, seeking to create fissures in the epistemological racism that permeates school and university curriculum by summoning different knowledge to dialogue horizontally, that is, to liberate difference. Understanding that, taking the decolonial option causes reciprocal movements of existence/resistance that seek the practice of a Mathematical Education that deconstructs its privileged place for the transformation and transgression that puts new thoughts into action.