research and/in (de)[compo/field]sition

With the question: what canask a field within mathematics education research?, the purpose of this article is to operate with the production of data from two PhD researches that involved immersive field work, in a Kaiowá-Guarani indigenous community, in the state of Mato Grosso do Sul, and in an encampment of the Brazilian Landless Workers Movement (MST), in the state of Paraná, understanding this set as a composition plan, made possible by the encounter between field and researcher. The proposal is to operate traces of these two field works together alongside mathematics education, with intercessors from different spaces of knowledge and experience, which include the philosophy of difference, literature, and visuality, to produce a cartography that seeks to compose a narrative to conceive the field with a possible compositional plan for research in Mathematics Education, which shifts it from a representative conception to an inventive conception committed to the groups with which it works.