Mathematics is not neutral: teachers’ conceptions of antiracist education in quilombola communities

This qualitative study aimed to identify the conceptions of teachers who teach Mathematics in schools located in quilombola communities in the municipality of Senhor do Bonfim, Brazil, regarding educational policies addressing ethnic-racial relations. Data were collected through a structured questionnaire, enabling an analysis of teachers' understandings of the current legislation and its implications for Mathematics teaching. The findings indicate that, despite gaps in initial teacher education concerning anti-racist education, teachers recognize the relevance of these policies and identify possibilities for connecting Mathematics teaching with the appreciation of Black culture. The study also reveals teachers' insecurity in addressing racial issues, as well as the positive impact of these practices on students' critical thinking, self-esteem, and sense of belonging.