This text aims to discuss the meanings given to dialogue in the Ethnomathematics studies, particularly those related with Critical Theory Curriculum. We start from the statement that dialogue is present in Ethnomathematics and Critical Theory Studies, mainly when these studies discuss relationships between different practices and knowledge in school. We intend to discuss the implications for the field of Ethnomathematics when we think the dialogue in two perspectives: Freire and Bakhtin Circle. Therefore, we believe it is necessary to discuss different forms of appropriation and use of the term dialogue in the field of education and in particular in Ethnomathematics. We present a discussion of this notion, from the perspective of dialogism in Bakhtin studies, beyond dialogue as a way of harmonious relationship, agreement or symmetric interaction, waving to a complex vision that involves tension and negotiation of senses in these dialogical processes.