The transition from the modern to the postmodern paradigm represents a revolution in thought with implications in several areas. The passage of certainty and objectivity to subjectivity and uncertainty is, today, a challenge for researchers. This article presents theoretical contributions to postmodern reflections on mathematics curricula in High School, inspired by the five C’s – Currere, Complexity, Cosmology, Conversation, and Community – William E. Doll Jr. With these considerations, we hope to convince the reader about the need to pay more attention to the selection and organization of the curriculum of mathematical topics in Brazilian High Schools.
Mathematics Education; Curriculum; Postmodernism; High School
