Resumo

ZEPEDA HERNANDEZ, Camila Patricia; ROJAS HERNANDEZ, Kevin Ignacio  e  SANCHEZ NORONO, Irene Victoria. Perspectives of Interculturality present in Mathematics Education: A Systematic Review. Pág. Educ. [online]. 2025, vol.18, n.2, e4425.  Epub 01-Dez-2025. ISSN 1688-7468.  https://doi.org/10.22235/pe.v18i2.4425.

Interculturality in mathematics education has emerged as a fundamental perspective for addressing the educational challenges of the 21st century. However, its application and interpretation often generate tensions and divergent understandings. Walsh (2010) conceptualizes interculturality through three perspectives: relational, functional, and critical. This study aims to characterize the use and conceptualizations of interculturality within mathematics education research by conducting a systematic review inspired by the PRISMA protocol. Following predefined criteria, 17 articles published between 2012 and 2023 were retrieved from the Scopus and Web of Science databases. The analysis reveals that, although the critical perspective remains nascent and underexplored, certain studies show a clear orientation toward it. The findings suggest that interculturality in mathematics education is an emerging and expanding field, with a greater emphasis on understanding heterogeneous cultural contexts than on disciplinary content itself. Furthermore, three predominant approaches were identified: critical curriculum analysis, the recognition of local cultural knowledge, and the development of teaching and learning strategies. These findings highlight the tensions between the valorization and the invisibilization of culture depending on how mathematics is utilized. The results underscore the importance of designing pedagogical initiatives that foster dialogue among participants, the need for targeted teacher training, and the implementation of educational policies that support relevant, equitable, and transformative intercultural curricula and practices-capable of responding to the needs of historically marginalized communities

Palavras-chave : interculturality; mathematics education; systematic review.

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