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

This paper discusses ways of representing Indigenous art practices in two art High School textbooks, selected for distribution in public schools through the 2015 Programa Nacional do Livro Didático. From the perspective of Cultural Studies in Education, which guides the current study, textbooks are seen as artefacts shaping and spreading knowledge and promoting regulation in culture, while including or excluding, in this case Indigenous, aspects and practices. The analysis shows that the Indigenous art is a disputed concept, either bent by Eurocentric conceptions, or multiculturalist discourses, when it is included in textbooks.

The article discusses a study developed in indigenous schools which aimed to analyze the possibilities of promoting the Statistical Literacy in the intercultural context of the Xukuru people of Ororubá, to base the teaching action and to stimulate the mathematical knowledge of the students through reflective practices. We investigate if and how the statistical contents were worked by initial years teachers of Xukuru people and analyze the planning and carrying out of classroom activities involving the stages of the investigative cycle within a collaborative group. The methodological methods involved participant observation and semistructured interviews with three indigenous teachers; documentary analysis in two teachers' class journals and the formation of a collaborative group with the participation of 11 teachers from the initial years of Elementary School. It was found that the teachers of this ethnic group develop an initial work with statistics valuing the cultural characteristics of the indigenous community with interdisciplinary activities of construction of charts and tables, which included the statistical research through activities with interventions in the different spaces of the villages

This article is a research cut conducted at a master’s level, by the Post-Graduate Program in Education of the Federal University of Paraíba. The objective was to learn how teachers from the Potiguara ethnic group, from Traição Bay, in the northern coast of Paraíba, construct their teaching knowledge to work in the youth and adult indigenous education (EJA) modality and to identify how these knowledge are mobilized in their pedagogical practice. Once it is a qualitative research, we resort to the ethnography of school practice (ANDRÉ, 2005) and the documentary analysis. As procedures for data collection, the following techniques were used: the semi-structured interview and the participant observation. The data collected were based on the technique of Content Analysis, advocated by Bardin (2011). Thus, it was possible to verify, from the teachers’ reports, several formative spaces that contribute to the construction of the teaching knowledge: the contact with indigenous leaderships, the elders who keep history alive, visits to sacred sites and the dialogues promoted by the school with the teachers. These spaces foster reflection on the knowledges built in the daily life of the school and keep alive the culture, identity and indigenous tradition of the Potiguaras people. In spite of this, it is still necessary to adopt policies of initial and continuing training for Potiguaras teachers, in the sense of being able to offer a better quality school education for indigenous youth and adults.

The coloniality is present in the construction of the mind and of the Latin American imaginary. Throught the bibliographical analysis of the postcolonial studies, subalterns and decolonials, the different forms of representation that reproduce the coloniality are addressed, having the "Silence Culture" proposed by Paulo Freire as a possible expression of this relationship of opression. In this way, the aim is to think about the “Silence Culture” concept, as a representation of the coloniality of being, in which the subjects are subdued and withdrawn of the right of critical pronouncement from (their) world, proposing the concept of "Say His Word" as a form of decolonial praxis. We consider that the action of "Saying His Word" becomes an act of epistemic disobedience and humanization of subalternized/colonized/oppressed people’s bodies and minds.

This article as part of a master's dissertation in Post-Graduate Program in Education at the Education Centre of Federal University of Pernambuco, attempts to talk about how the black and indigenous women's image are represented in the didactic books of the Brazilian and Colombian peasant territories. We aim to comprehend these black and indigenous women's places and roles in those didactic books pictures. The theoretical lens is the dialogue between the Latin-American Feminism and the Postcolonial Studies. To analyze the data we used the Content Analysis by Thematic Analysis (BARDIN, 2011) and Semiotics (PEIRCE, 2005). The results indicated that the black and indigenous women's places and roles in the didactic books pictures have shown traces of patriarcalization that articulate to the intersectionality of gender, race-ethnicity and territory.

In the process of building knowledge many peoples, cultures and knowledges have been marginalized. This article is a problematization proposed to a research, completed in the Postgraduate Program in Education of the State University of Rio Grande do Norte, which aims to investigate the influences of the Knowledge of Tradition concretized by the "old people's stories" of the Quilombola Community of Santana, in Pernambuco, for the formation of the youth of that locality. As a method, we have Oral History which examines the work of memory as a legacy of community tradition. The study evidences and denotes the direct relation of the teachings of the elders for the formation of the younger ones and, as a theoretical basis, is based mainly on Bosi, Halbwachs, Pollak and Alberti for this investigation.

The article explores the formation of teaching in higher education considering the complexity of the present. It materializes its questioning and does that inspired by Foucaultian studies, using the discourse as a theoretical-methodological concept. The investigative exercise carried out, characterized as a documentary research, looked for the discursive recurrences at the analyzed materiality. As analytical area, there are the Institutional Pedagogical Projects of universities of Rio Grande do Sul. The presented analysis articulate articulated around arguments that show the singular constitution of a teaching that operates through the agency. As a conclusion, the text presents that discourses of a neoliberal rationality bring the logic of the company as a reference to IESs. They mobilize truths about a way of teaching which reinforces its interventional, systematic, interval and intentional character, with justified efforts by the production of individuals capable of producing effects just because enhanced by education; an agency that makes the individuals capable of responding to the economic game.

Among the challenges posed by the process of implementing affirmative action policies in the modality of quotas and/or reservation of vacancies in access to higher education, there is still an unexplored dimension that corresponds to the production of plural sciences and knowledge that are capable of altering unequal and discriminatory patterns still present in Brazilian society. The purpose of this article is to present a critical-purpose reflection about political-pedagogical practices based on the experience of the Afro-Brazilian Studies Center of the Federal University of São Carlos, which has helped the field of education in understanding some of these policy challenges caused by affirmative action especially the initial and continuing teacher training.

In Brazil, indigenous culture has been recognized as part of the nacional cultural heritage. Thus, since it has been created the Programa Nacional de Patrimônio Imaterial (National Program of Intangible Heritage) in 2000, indigenous cultural assets has been subject of patrimonial inventories. This indigenous presence in patrimonial policies, nevertheless, hasen't been properly analized. In this article, we seek to contribute to this analyze, starting from an critical reflexion about the legislation and the national  heritage public policies and patrimonial education. It is concluded that, in order to enhance the indigenous access to such policies, it is necessary to assume an more equitable dialogue, as well as epistemic-conceptual and methodological changes that contemplate the interethnic relations and the interepistemic exercise.

This text examines the origin of the Clementino Coelho Rural Education Center in the Municipality of Petrolina, State of Pernambuco, between 1977 and 1984, in the context of the integrated rural education system conceived by the Interamerciano Institute of Cooperation Agricultural. The temporal delimitation comprises the starting date of the school and the curricular alteration that withdrew the teaching of agricultural techniques in the 1st degree classes. As for the theoretical and methodological aspects, the research is of historical and documental nature. Among the sources selected for the study, we highlight a set of documents, including: architectural plan, teacher notebooks, registration book of the school units of Pernambuco, periodicals of the Secretariat of Education and reports of Inter-American Institute for Agricultural Cooperation (IICA). In addition to the sources mentioned, the research was based on the methodology of oral history, through recorded interviews, since oral history recovers and gives life to what is not exposed in the written document. A former teacher and three former students were selected, using as criteria the time of work in the institution, as well as the study period, in the case of the former students. The analysis of the documents, intertwined with the oral sources allowed observing the coverage of the SIER in the State of Pernambuco, as evidenced by the low adherence of Ceru Clementino Coelho to the guiding axes of the program. Finally, the study points to the need for deeper investigations on the role played by the integrated rural education system in the creation of rural education centers in the State of Pernambuco.