Resumen

The relationship between school and non-school knowledge has been a subject of several researches in the educational field. Ethnomathematics, from various approaches, has brought a large contribution to this debate by focusing on knowledge in different social practices. In this article, we aim to prioritize discussions that arise from the articulation between the debate in the field of ethno and language studies. Especially with regard to the work in the field of mathematics education towards to the dialogue with the second phase of Wittgenstein's work. The question that guides this discussion is: what are the possibilities of questioning discourses and schooling practices based on a relationship between school and non-school knowledge in the field of ethnomathematics? We conclude with some reflections about the effects of this discussion in the subjects’ construction: students and teachers.