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This study aims to carry out a systematic literature review on curricular justice in mathematics education in databases that offer privileged spaces for disseminating knowledge about the curriculum-mathematics education binomial. Since this review offers no results, it discusses how some publications on the curricular debate in mathematics education approach Robert Connell’s theorization on curricular justice. Thus, this review defends the need to think about curricular justice in mathematics education in our times and states that no production focuses on discussions about issues of curricular justice in privileged spaces for disseminating curricular knowledge in mathematics education, exemplifying the scarcity of this debate in Brazilian mathematics education.
Flávio Augusto Leite Taveira (Fri,) studied this question.
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