RessumoO proposito deste artigo e problematizar imagens naturalizadas sobre a matematica que na escola se processa como efeito da colonialidade do saber. Como atitude metodica orientamo-nos na perspectiva terapeutico-desconstrucionista, inspirados na forma de fazer e pensar filosofia terapeutico-gramatical do filosofo austriaco Ludwig Wittgenstein e da filosofia desconstrucionista do filosofo franco-argelino Jacques Derrida. Alinhando-nos a critica desconstrucionista da tradicao metafisica do pensamento ocidental realizada de modos distintos pelos dois filosofos, procuramos articular as impossibilidades de estar plenamente dentro ou inteiramente fora das formas de vida e questionar as instabilidades entre as supostas fronteiras que separam um dentro de um fora da escola.AbstractThe purpose of this article is to problematize naturalized images about the mathematic that in school takes place as an effect of the coloniality of knowledge. In this way we centralize our discussion from a therapeutic-deconstructionist perspective, inspired by the way of doing and thinking the therapeutical-grammatical philosophy of the Austrian philosopher Ludwig Wittgenstein and the deconstructionist philosophy of French-Algerian philosopher Jacques Derrida. Aligning us with the deconstructionist critique of the metaphysical tradition of Western thought performed in differents ways by the two philosophers, we seek to articulate the impossibilities of being fully inside or entirely outside of forms of life and to question the instabilities between the supposed boundaries separating from an inside of an outside from the school, for understanding the coloniality of knowledge.