Antiracist Mathematics Education in a Hermeneutic Perspective: Dialogues between Epistemologies of the South and Epistemic Justice

Abstract

The article proposes a hermeneutic approach to antiracist mathematics education, articulating epistemologies of the South, ethnomathematics, critical pedagogy, and epistemic justice. From an interpretive philosophical perspective, it analyzes the Eurocentric foundations of traditional mathematics teaching and proposes a reconfiguration of both curriculum and teaching practice. It employs qualitative and hermeneutic methodology to understand mathematics as a cultural and situated language, connected to the lived experience of racialized subjects. The findings show that pedagogical listening, valuing ancestral knowledge, and deconstructing mathematical neutrality are paths toward a more plural, ethical, and emancipatory educational practice. The study concludes that antiracist mathematics education is a collective, ethical, and political project that aims to build epistemic justice, racial equity, and the appreciation of diversity.