This study investigates academic production in Mathematics Education from a decolonial perspective in the Northern Region of Brazil. The research, carried out based on Biembengut's (2008) theoretical mapping, considered dissertations and theses defended between 2013 and 2022 from Universities (Stricto Sensu) in the Northern Region that have Postgraduate Programs in Mathematics Education. As selection criteria, we accessed the repositories of Universities (Public and Private), searching for theses and dissertations that are linked to Education, Mathematics Education, Science and Mathematics Education, Decoloniality and other related subjects, defended in a period of 10 years (2013 to 2022). The research had the general objective of identifying how research in this area is being thought and carried out, both in terms of the theoretical and methodological context. The results indicate that despite being a recent research topic, there is significant academic production in the field of Mathematics Education and Decoloniality in the Northern Region, which reflects the search for a more inclusive, plural and democratic education. The decolonial perspective stands out as an important tool to promote an education that recognizes and respects the different cultural identities that exist in the Northern Region.
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