Mathematics education for peace: from micro to macro

The research in this theoretical essay proposes an understanding of mathematics education for peace in the micro and macro dimensions, relating it to understandings of microviolence and macroviolence inside and outside the classroom. For this purpose, national literature was consulted. It is argued that this education requires continuous vigilance over the (re)production and (trans)formation of violence, with a view to rejecting it. These forms of violence are understood in the historical, social, and political contexts of a given era and understood as an open field. It also defends the existence of an open transition between micro and macro violence in mathematics education, experienced in a unique way by individuals.