Resumen

Although the majority of the Brazilian population is comprised of Afro-Brazilians, prejudice situations against them are common, even in school situations. Fifteen years ago the federal government published National Curricular Guidelines for Quilombola School Education in remnant communities of former slaves. This article aims to discuss aspects of the challenges in developing a mathematics education that promotes ethnic-racial equity. We present elements from a field study with a group of quilombola school teachers. The results indicate that the inclusion of strategies to rescue African mathematics knowledge faces resistance and prejudice from teachers, students and families. Studies that investigate the processes of teaching and learning Mathematics by Afro-Brazilians may contribute to make these discriminations visible.