Based on a virtual conversation we had about our Undisciplinary Therapeutic-Decolonial Research Program on 10/27/2022, an invitation of the Working Group on Mathematics Education (WG-19) of the National Association of Graduate Studies and Research in Education (ANPED), the purpose of this chapter is to present and characterize each of the six axes around which such program has been developing. Here is a brief description of each of these axes: (1) To deconstruct the hegemonic colonizing image of mathematics, traditionally seen as an autonomous, pure, specific, specialized, unique, universal, abstract domain of knowledge, based on classical deductive inferential logic, not ideologically oriented, ethically neutral, separate from other domains of knowledge and all vital fields of human activity; (2) Seeing mathematics in the plural as the algorithmic aspects of technological cultural practices produced as responses to emerging normative problems in different fields of human activity. To detach technological culture from the exclusively symbolic-verbal mathematical tradition, oriented by the formal desire for total or partial deductive systematization; (3) To investigate the processes of invention, internal reproduction, and intercultural appropriation that resignifies technological cultural practices, describing their algorithms, their normative community purposes, as well as their political, economic, social, environmental, legal, ethical, aesthetic, ideological, humanitarian, etc. effects and affects on the lives and ways of life in the contemporary world; (4) To investigate ways of shifting the focus of school mathematics education from the teaching and learning of fixed disciplinary content to the therapeutic-decolonial, indisciplinary problematization of technological cultural practices, as well as their political, economic, social, environmental, legal, ethical, aesthetic, ideological, humanitarian, etc. effects and affects on the lives and ways of life in the contemporary world; (5) To investigate and produce proposals for indisciplinary school education and the training of indisciplinary teachers guided by the therapeutic-decolonial perspective; (6) To investigate modes of production of undisciplined research and performative academic writing in the educational field that transgress empirical-verificationist and hermeneuticinterpretative paradigms and that engender new aesthetics with a therapeutic-decolonial bias.