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

OECD’s search for a new set of prescriptions for governing education is expressed in their Governing Complex Education Systems project (GCES), which seeks to combine identification of best practices in system organisation, with specific narratives of equity and quality supported by metrics that create a “robust evidence base” for policy. This paper analyses the content and direction of GCES, considers its take up in policy in Scotland, especially as reflected in the aftermath of the 2015 OECD report on improving education there, and of the 2016 PISA results. The paper discusses the content of the recommendations, especially as they relate to the key concepts of knowledge, networks and narratives, and their attempted translation into policy, and concludes by identifying tensions within OECD’s governing project.

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The article is the result of a joint writing that thematizes the resentful memories in the campaign for recognition (ANSART, 2001) and the sensitive topics (ALBERTI, 2013) in the legal prescriptions about what should be taught in the History classes of Basic Education in Brazil. Begins of the emblematic case of the approval of Municipal Law n. 10.965/2010, which, in the national context of the legal obligation to teach history and culture African, Afro-Brazilian, indigenous and ethnic-racial education, also makes it mandatory the teaching of the Holocaust In schools of the municipal network of Porto Alegre. The Legal guidelines, constructed in the form of public policies linked to contemporary processes of historical reparation, are crossed by shocks of the present time and design teaching sensitive issues, specifically in this writing – Racism and the Holocaust. The article will cross two research in progress, focusing on the historicity of affirmative policies that reach the history curricula, inside and outside Brazil, relating them to the educational projects of ethnic-racial relations and education for human rights.

The indigenous question in Brazil is permeated by innumerable comings and goings. Since the colonial period various laws have been created, revoked and recreated that deal with the rights of the Indians. The aim of this article is to analyze unfolding of the Indianist legislation created by the Marquis of Pombal: the Indian Directory of 1755 and the License of 1758. Among other measures, these legal provisions impose the Portuguese language to the detriment of the "general language", used by the Jesuits in the teaching and indigenous catechesis. We consider that, more than norms and values, the colonizer's worldview has been imposed, and on these facts we need to cast a decolonial glance. For this analysis, we support in Walsh (2013), Carneiro da Cunha (1992), Dantas, Sampaio and Carvalho (1992), Garcia (2007), among others. We will see that the impact of these measures resulted in a policy of assimilationism that contributed to the cultural hybridization of many indigenous peoples.

This article deals with the education of ethnic-racial relations, an extremely important theme from the social point of view as well as from educational policies. The approach used highlights elements constituting a precondition to advance in the debate about them in educational institutions. Here is founded the thesis that uncountable social and ethnic-racial preconceptions persist, hindering a transparent and democratic debate in the Brazilian society. In order to deal with this challenge, paradoxes that permeate the sociocultural and political formation of the Brazilian society, some forms of reproduction of actual racial preconceptions and, finally, some obstacles that hamper the dialogue and the effective democratization of the Brazilian society.

Con este artículo pretendemos dar un nuevo enfoque a los cultos rurales fenicios y el papel que tuvieron en los territorios occidentales. Para ello, desglosaremos los datos sobre iconografía, atribuciones agropecuarias de las principales divinidades fenicias, información del registro arqueológico y veremos las posibles funciones de templos y santuarios. Además, analizaremos la implantación y evolución de estos dioses y su papel durante el proceso de colonización y explotación rural a lo largo del Ier milenio a.C. De manera general, comprobaremos la estrecha vinculación de los cultos en la explotación territorial y las premeditadas advocaciones de los espacios sacros.