| Summary: | This work aims to present two perspectives in which ethnomathematics can be conceived. As per "D'Ambrosian" perspective, the ethnomathematics is understand as art or technique of explain and perceive within the different social and cultural environments with pedagogical implications. The other perspective is the conception of ethnomathematics as a mechanism of government because, according to theories proposed by poststructuralist Foucault (1998) and Bampi (2003), ethnomathematics practices are regarded as a device that multicultural government ranks natural modes of existence fixing it to an identity ethno-nuanced. The intention of this study is present theoretically how the two perspectives gained space in Mathematics Education's history and what is its contribution to both education and teachers' formation.
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