Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This paper describes the analytical study of the didactic collection Português: Linguagens, by Cereja and Magalhães (2013), in particular the study of the proposed reading activities in order to identify the ones which keeps in its propositions emancipatory possibilities. For this purpose, the analysis of the books that compose the collection was concerned about the text interpretation activities based on the typology of questions organized by Marcuschi (2008). The analytic process enabled the understanding that in the studied collection the proposed questions for interpretation, mostly, aim to provide the comprehension beyond the structural and formal function of the language for the student, that is, we highlighted an authors’ concern about mobilizing the student for a reading practice closer to the interactionist conception, with possible positive reflections for its developing to be a critical and emancipated reading student.

This article presents a reflection on the political meanings of the projects and programs of educational reforms for High School, after the end of the Military’s Dictatorship period (1985-2017). It introduces as a problematic the argument that a quality education could enable the democracy. The analysis of this article was based on the documents and information provided by the Brazilian Federal Government as well as the interpreters of the social political history. It was given an especial attention to the reforms of Education and Brazilian State, also the national and international capitalism cycle, evidencing a gap between the proposed by the documents and the results implemented. It is emphasized, then, taking as reference the process of social inclusion/exclusion, that the educational reforms were adapted to the technological changes and the crisis of the capital.

The teachers’ formation for Early Childhood Education and early years of Elementary Education had as a locus for the middle level to happen. In 1996, with the enactment of LDB n. 9.394, this form of teacher training was immersed in an ambiguous context. At the same time as the legislation provides for teacher training at a higher level the Teaching course remains in operation and the teachers trained by it continue to be hired. This article is a document research, and aims to analyze the policy of teacher training. Its specific objectives are to contextualize the teachers training at the secondary level in Brazil. And discuss the teacher education policy based on the analysis methodology of the Policy Cycle approach proposed by Ball and his collaborators. The discussion is anchored mainly in Ball, Foucault, Mainardes, Tanuri, Villela and Schaffrath. Although there are laws that point to the higher level as a privileged locus for teacher training, they did not mean the end of middle level training. The same educational system that puts in check the training of teachers in the middle level, offers this training and hires the teachers trained by it. Middle and higher level training cohabit in the context of practice.

This research deals with the relations between gender and education, especially on gender and curriculum, in order to understand the place occupied by gender social relations in curricular theorization. This is a theoretical research that sought support in three different phases that form the field of study on the curriculum and in the field of study gender. The research takes as an object of analysis the assumptions of curricular theorization – traditional, critical and post-critical – in its emergency and development contexts, with a view to identifying distances and approaches between curriculum and gender in these studies. The results show that although the school curriculum has always been crossed by gender relations, such relationships have been absent from traditional or non-critical theorization because of its linkage with the paradigm of technical-scientific rationality and the consequent thesis of the neutrality and objectivity of the curriculum. They were also absent from the initial phase of critical theorization, because of its centrality in the social class category. They are inserted in the curricular discourse in the second phase of this theorization based on the understanding that culture, as a constituted and constituent element of differences, is also an institution of inequalities, among which include gender inequalities. Thus, critical theorizing, through the resistance chain, announces the crossing of the curriculum by the differences of gender and ethnicity among others, approaching the multiculturalist perspective. Post-critical theorizing, by attributing centrality to language, points to new ways of looking at the relations between gender and education, more specifically between curriculum and gender.

This article has as objective to present historical aspects, as much as a brief conceptualization of the contemporary socio-economic situation of South Africa. The theoretical reflection of this article articulates the participation of both authors in the youth movement “Fees Must Fall”. Based on that, it aims to debate about the contemporary issues on the field of High Education in South Africa. Like in Brazilian reality, since 2015 there has been a rise of a students’ movement demanding free education and a decolonial reform of the higher education curriculum, as much as gender and racial justice. The “Fees Must Fall” movement lead to, but also protested against, the militarization of the campi, imprisonment of students, depredation, arson and violence from the different sides. The so called High Education crisis in South Africa has made propitious a wide debate in society, as much as it has served as model for many student’s struggles in other contexts. This article will speak from the reality of the engagement with these students to debate about the political and economic situation in South Africa and its impact in the field of high education. Methodologically, the article sets up a bibliographical debate concerning the social and economic reasons for the contemporary crisis. The conclusion of it points to a list of some of the reasons for the crisis in high education in South Africa  

The present article intends to present the concepts of “transdisciplinarity” and “critical interculturality” that permeated the dynamics of the classes on the Contextual Theme Intercultural Bilingual Education and, above all, to highlight the contribution of indigenous students in the classroom as representatives of their epistemologies. Their experiences pointed to the importance of deeper debates about diversity, difference and interculturality in the Brazilian educational context, a discussion based on three didactic activities proposed and carried out in class, in which narratives, written texts and documents images were developed. The productions and reflections were based on the principles of “enaction”, “transdisciplinarity”, “critical interculturality” (MATURANA, 2000; NASCIMENTO, 2014; VARELA; THOMPSON; ROSCH, 1992; WALSH, 2013; WALSH; VIAÑA; TAPIA, 2010) and their educational experiences. In analyzing their knowledge and uses in everyday life, students considered that in addition to the concept of “interculturality”, coined in the 1970s in Latin America, the so-called “interchange between peoples” (term rememored by them during classes) already existed as a practice, even before being used in public policy, at present.

A Licenciatura Intercultural Indígena do Sul da Mata Atlântica da Universidade Federal de Santa Catarina (UFSC) tem a proposta de atender os povos indígenas que vivem na parte meridional da Mata Atlântica: Guarani (ES, RJ, SP, PR, SC, RS), Kaingang (SP, PR, SC, RS) e Xokleng (SC), com Ensino Médio completo ou em conclusão, desde 2010. O curso está estruturado em regime presencial especial, com etapas concentradas divididas entre Tempo-Universidade e Tempo-Comunidade, de acordo com a perspectiva da Pedagogia da Alternância. Joziléia Daniza Jagso Inácio Schild é, atualmente, a Coordenadora Pedagógica desse curso. Joziléia Daniza Jagso Inácio Schild nasceu na Terra Indígena do Guarita, território indígena Kaingang localizado no Município de Tenente Portela, RS. É graduada em Geografia pela Universidade Comunitária da Região de Chapecó (Unochapecó) (2010), especialista em Educação de Jovens e Adultos Profissionalizantes pela Universidade Federal do Rio Grande do Sul (UFRGS) (2012), mestre em Antropologia Social pela Universidade Federal de Santa Catarina (2016) e está, atualmente, cursando Doutorado em Antropologia Social pela Universidade Federal de Santa Catarina (UFSC). Entrevistamos a professora Joziléia Kaingang em março de 2018. Na ocasião, a entrevistada compartilhou suas experiências com a Licenciatura Intercultural Indígena como estudante, como educadora e com as atuais lutas e pautas dos povos indígenas no Brasil.

Geography as a field of knowledge contributes to the empowerment of individuals to construct their identity and their positioning and agency in the world. Thus, the discussion about race relations is essential for the perception of the need for structural changes in Brazilian society and to understand the urban segregation, the right to land and the social and economic dynamics of the population. Considering these aspects, the article analyzes the curricula of undergraduate courses in Geography of five Higher Education Institutions located in the State of Santa Catarina, seeking to understand how the racial issues in these courses are presented. Taking into account that these undergraduate programs aim at the qualification of teachers of basic education, we also analyze the legal texts that regulate the qualification of teachers in Brazil, as well as Geography and those that interpret and complement Law n. 10.639/03 regarding its application in order to observe the adequacy of the Geography courses. Based on the analyzed data, it was observed that although the current legislation and its curricular norms have assimilated in the body of their texts the racial issues as structuring and educational principles, the presence of knowledge and the discussion about them is still timid in these courses, which are, for the most part, fulfilling the minimum required by law.

Nesse texto apresentamos a resenha da obra: MOTA NETO, J. C. da. Por uma pedagogia decolonial na América Latina: reflexões em torno do pensamento de Paulo Freire e Orlando Fals Borda. 1. ed. Curitiba: CRV, 2016.

This work interacts with the memories and experiences of educators who develop resistance practices in the classroom regarding the evaluation of the black and indigenous presence in brazilian society. These practices aim to create paths and gaps for the reversal of an oppressive order, thereby uprooting impregnated prejudices in the modern/colonial/colonialist social imaginary. We will dialogue with decolonial authors showing the importance of the school as an agent of struggle against oppression and of valuing multiple knowledges and other forms of being and being in the world, decolonizing thoughts, knowledge and practices. These educational practices are present in the research through the construction of narratives of the professors as oral sources.