<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162022000300365</article-id>
<article-id pub-id-type="doi">10.17227/rce.num86-13713</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Concerns of Critical Mathematics Education and of Ethnomathematics]]></article-title>
<article-title xml:lang="pt"><![CDATA[Preocupações da Eduação Matemática Crítica e da Etnomatemática]]></article-title>
<article-title xml:lang="es"><![CDATA[Preocupaciones de la educación matemática crítica y de la etnomatemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Skovsmose]]></surname>
<given-names><![CDATA[Ole]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Denmark and Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>86</numero>
<fpage>365</fpage>
<lpage>382</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162022000300365&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162022000300365&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162022000300365&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Critical mathematics education can be characterized by its many concerns. I refer here to four of them connected to social justice and politics, power and mathematics, students' future possibilities, and the socio-political structuring of education, all of which are interrelated and integrated. Those concerns are shared by much work done in ethnomathematics. However, to what extent an ethnomathematical study turns critical must be discussed in every case. I see the concerns of critical mathematics education as an important challenge to ethnomathematics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educação matemática crítica pode ser caracterizada por suas múltiplas preocupações. Neste artigo, faço quatro delas relacionadas à justiça social e política, o poder e as matemáticas, as possibilidades de futuro dos alunos e estruturação sociopolitica da educação, todos inter-relacionados e integrados. Essas preocupações são compartilhadas por grande parte do trabalho feito em etnomatemática. No entanto, é necessário discutir em cada caso em que medida um estudo etnomatemático se torna crítico. Considero que as preocupações da educação matemática crítica são um importante desafio para a etnomatemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación matemática crítica puede caracterizarse por sus múltiples preocupaciones. En este artículo, me refiero a cuatro de ellas relacionadas con la justicia social y la política, el poder y las matemáticas, las posibilidades de futuro de los estudiantes y la estructuración sociopolítica de la educación, todas ellas interrelacionadas e integradas. Estas preocupaciones son compartidas por gran parte del trabajo realizado en etnomatemáticas. Sin embargo, hay que discutir en cada caso hasta qué punto un estudio etnomatemático se vuelve crítico. Considero que las preocupaciones de la educación matemática crítica son un reto importante para la etnomatemática.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Critical mathematics education]]></kwd>
<kwd lng="en"><![CDATA[social justice]]></kwd>
<kwd lng="en"><![CDATA[power and mathematics]]></kwd>
<kwd lng="en"><![CDATA[students' future possibilities]]></kwd>
<kwd lng="en"><![CDATA[socio-political structuring of education]]></kwd>
<kwd lng="en"><![CDATA[ethnomathematics]]></kwd>
<kwd lng="pt"><![CDATA[Educação matemática crítica]]></kwd>
<kwd lng="pt"><![CDATA[justiça social]]></kwd>
<kwd lng="pt"><![CDATA[poder e matemáticas]]></kwd>
<kwd lng="pt"><![CDATA[possibilidades futuras para os alunos]]></kwd>
<kwd lng="pt"><![CDATA[estruturação sociopolítica da educação]]></kwd>
<kwd lng="pt"><![CDATA[etnomatemática]]></kwd>
<kwd lng="es"><![CDATA[Educación matemática crítica]]></kwd>
<kwd lng="es"><![CDATA[justicia social]]></kwd>
<kwd lng="es"><![CDATA[poder y matemáticas]]></kwd>
<kwd lng="es"><![CDATA[posibilidades de futuro de los estudiantes]]></kwd>
<kwd lng="es"><![CDATA[estructuración sociopolítica de la educación]]></kwd>
<kwd lng="es"><![CDATA[etnomatemáticas]]></kwd>
</kwd-group>
</article-meta>
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