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

In the heart of the metropolis, between 1944 and 1965, the House of the Students of the Empire was responsible for the formation of a part of the African intellectuality that fought against Portuguese colonialism in Africa. Personalities such as Amílcar Cabral, Agostinho Neto among others would become fundamental characters in this fight against oppression. The aim of this article is to analyze some poems produced by members of the House which are compiled in the Antologias de Poesia da Casa dos Estudantes do Império, highlighting Angolan writers. Moreover, for a better understanding it is necessary a historical contextualization of the House and its role in the formation of an anticolonial and identity consciousness for these members, which would echo in the future in their countries of origin.

Although Law 10.639/03 makes the teaching of African and Afro-Brazilian History and Culture mandatory through the contents of the areas of History, Artistic Education and Literature in public and private institutions of Basic Education, students arrive at undergraduation courses not knowing the art, the history and literature of Africa, which means non-compliance with the aforementioned Law. One of the hypotheses for the problem is the fact that Brazilian education is still shaped by values ​​inherited from the colonialist mentality, which tends to erase the role of Africans in construction of the nation. Therefore, this article proposes a reflection on the role of Portuguese-speaking African literature in the construction of a postcolonial mentality, a concept that theoretically and methodologically guides the research from which the study results, and the novel as a genre capable of providing access to the culture and history of Africa. It is a bibliographical and field research based on the work of postcolonial critics.

The following work brings a brief study on how writer Paulina Chiziane turns madness into an observable resistance strategy in almost all of her characters. Here the analysis will be about Maria das Dores, from the novel “The happy song of the partridge” (2010), the crazy woman from the river who dared to invade the exclusive bank of men on the Licungo river and affronted everyone with her nudity. However, the analysis will be transversal between the characters of other novels by Chiziane, such as Rami, by “Niketche: a story of polygamy” (2004); Cláudia, from “The seventh oath” (2005) and Wusheni, from “Apocalypse winds” (1999). The phenomenon of madness will be reflected in the light of Michel Foucault's text, “The history of madness in the classical age” (1978) and the text “The Foucault and Derrida debate: reasons or unreasons of thought” (2017).

After an introduction about literary journals of modernism and the differences between European and American ones and those from Africa, the article considers the Angolan periodical Mensagem, published in Luanda in 1951-1952 by the Associação dos Naturais de Angola. Drawing attention to some of the aspects of the journal that remain to be studied, the author adds some information about the difficulties of printing the second issue and reviews the non-consensual historical assessment that has been made of the journal. That said, he analyses the first issue in some detail, focusing on the project of the publication and the texts included therein. In conclusion, he recognizes the decisive role of Mensagem in the break with colonial literature and in the affirmation of an Angolan literature.

After the new nation conquers its place in the world, women seek their place in the nation. These different moments will be discussed by observing how the guerrilla fighter and the rapper use their voices. During the collective struggle for the nation's place, Deolinda Rodrigues, the guerrilla-fighter, silences her voice in her diary. In the post-independence era, the rapper Eva Rap Diva projects her voice with the microphone, inscribing her place in the nation. By causing interruptions in the dominant discourse, the rapper allows for new identity constructions in present Angola – which, both women believe, ought to be continuously independent of restrictive moorings.

This text is the result of discussions promoted in the Conceptual Bases for Technical and Vocational Education and Training. The methodology is characterized as a bibliographical review in which the theoretical contribution is mainly the discussion based on High School Education integrated, on the Base Nacional Comum Curricular - BNCC, in addition to documents that regulate this type of teaching in Brazil, with a focus on teaching additional languages, especially the Spanish language: Curriculum Guidelines for High School, Laws No. 11.161/2005 and No. 13.415/2017. Therefore, this discussion addresses key concepts for the foundation of Integrated Secondary Education, associating them with Decolonial Pedagogy according to the BNCC, as these concepts represent a praxis based on the creation and construction of social, political, cultural conditions of non-hegemonic thought. The analysis reveals the erasure process that, despite the work carried out by the Fica Espanhol Movement and by the Spanish Teachers Associations and by law No. 3.849/19, this language has been suffering since the repeal of Law No. 11.161/2005 by Law No. 13.415/2017, called the Secondary Education Reform Law; otherwise, there is no mention of teaching Spanish at the BNCC.

Rites of passage, Paula Tavares’ debut book, inaugurates a new poetic diction in an Angola that is recently free from colonial domain (SECCO, 2011). In writing verse about the female body, Tavares visits tradition through peasant elements and the poetics of oral discourse, while inaugurating an erotic feminine speech, which rejects colonial silence (MATA, 2009). In her poetry, memory is articulated as a tool for the (re)construction of meaning (NOA, 2015). There is a weaving of fragments where the poet invents meaning to fill in the ruptures produced by colonialism, in an exercise of articulating a poetic rememory (MORRISON, 2019). In building poetry stemming from the body, fruits and rites, gender affects the perspective and poetic voice presented in the texts. The feminine is treated as knowledge and the erotic (LORDE, 2007) as a path to understanding the self and the creativity which rules poetry and life. In poems that establish dialogues with simple unfinished-looking drawings of little colors, the parts and the whole connect producing, poem and image, textual unities which translate the Angolan identity, the feminine and a unique epistemology through which one can understand the body, gender, culture and society.

This research aimed to present a survey of the production of knowledge related to the pedagogical trips abroad by educator engineers and funded by the Brazilian government between 1909 and 1946, for purposes related to the structuring of technical education. We analyzed academic production available in the Catálogo de Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), in the Brazilian Digital Library of Theses and Dissertations (BDTD) and in Scholar Google. We chose to search in scientific articles, dissertations and theses using the descriptors "Educational Trips", "Technical Education", and "Circulation of ideas and pedagogical models". The writing of the article is anchored in the concepts of educational trips (VIÑAO FRAGO, 2007; VIDAL, 2017; CUNHA, 2012), networks (FUCHS, 2007; PORTUGAL, 2007) and technical education (FONSECA, 1961; MANFREDI, 2002; PEDROSA; SANTOS, 2014). The results reveal that the research and the production of knowledge about the theme of educational trips, especially those carried out with purposes related to the structuring of technical education, is relatively modest, justifying the need and the relevance of new researches that address this theme.

In the field of Professional and Technological Education (EPT), one of the manifestations of language commonly seen are technical internship reports, often seen as a narrative-descriptive record document. In a wider view, this study aims to discuss the potential of the Technical Internship Report as a discursive genre, questioning the formative perspectives aimed at it and their relevance for the polytechnic development of students. This is a documentary research whose main source was the script for the preparation of the internship report adopted by IFAM, Campus Manaus Centro. By using the interpretive analysis, a dialogue with theorists was outlined, from which we verified that the formative perspective present in the analyzed elaboration guide hardly approached the formative principles of polytechnics. On the other hand, we discuss the potential of this genre under the dimensions Composition, Thematic Content, and Style, showing an instrument capable of subverting the social space in which it is inserted. We also present a proposal for an educational product based on the articulation between Polytechnics and Textual Genres.

This article aims to communicate the results of the research entitled “Pedagogy of presence applied to the prevention of suicidal ideation and self-harm in adolescence”, developed at the Federal Institute of Rondônia. The objectives of the study were to contribute to the pedagogical management of the problem of suicidal ideation and self-harming behavior in adolescents, through theoretical reflection and transfer of two educational products. The research was developed in a qualitative approach, based on the Educational Action Research methodology. The results indicate that the school is both a factor of stress and illness and it has the potential to contribute to the promotion of students' mental health, self-care and care for others. It is argued that an omnilateral training, supported by the Pedagogy of Presence is capable of favoring the understanding of the structural and conjunctural factors of our time - which favors the reduction of personal frustrations, the flexibilization of the notions of failure and success among adolescents, and the development of cognitive and socio-emotional skills, in addition to what has been stimulated by neoliberal education reforms.