There are bottom-up movements imbued with different praxis into mathematics education, which promotes the combination of heterogeneous values –inserted in social participation, cultural diversity, and reconnection with the Pachamama. Such movements have been developed by collectives of thinkers constituted by members with the most diverse knowledge. Embedded in a counter-colonization resistance by a persistence of the horizontality into the educational process, this paper aims to dialogue around sociocultural-ecological connections experienced in processes of critical ethnography developed in community mathematics education of ascending movements in Brazil and Portugal. The aim is to promote a path in which an old necessity to share the human topological ontology constructed and reconstructed in five different ethnographic fields, in which both the humanscapes and the equal liberty, sea-ing in indissociable lines, evidenced the oppression of schooling mathematics knowledge over the sociocultural-ecological human relations. Such sea-ingmotion is proposed as an alternative path to demystify, re-signify, or only complement, the how human being perceives itself in its surroundings and brings for the most diverse mathematics education processes formal_informal_non-formal, the importance of the situationality of the apprentice as well as the relevance of the intellectual justice towards equitablesocieties.
