Recent Articles


Separating families, recuperating the “nation-as-family”: Migrant youth and the cultural politics of shame
Ethan Chang, Jill Koyama, Julie Kasper
This study investigates the intersections of policy, affect, and the lives of migrant youth. We approach the Trump Administration’s contingent reversal of a “zero tolerance” family separation policy as an illustrative case for understanding how affect mediates policy-making processes. Combining Critical Policy Analysis (CPA) and affect studies, we analyze 184 print media texts between the...

Educational scholarship policies for higher education, internationalization, and evaluation of Brazilian graduate programs: A study with panel regression
Luísa Karam de Mattos, Leonardo Flach, Pedro Antônio de Mello
This study aims to analyze the impact of higher education scholarship policies on the internationalization and evaluation of Brazilian postgraduate studies, in the area of Applied Social Sciences, in order to verify if investments by public policies on internationalization of education (e.g., grants) imply an improvement in the concept of quality of Brazilian postgraduate programs. The...

Strategies of federated Apaes to impact the education and assistance of exceptionals in Brazil: A historical analysis between the years 1960 and 1970
Giovani Ferreira Bezerra
This text discusses strategies mobilized by Apaean leaders in their work in the field of exceptionality , with a view to obtaining public attention, political power and financial resources from the Brazilian federal government before the creation of the National Center for Special Education (Cenesp), in 1973. Historical and documentary research is used, compiling the data through legislation...

Reframing citizenship education: The shifting portrayal of citizenship in curriculum policy in the province of Ontario, 1999-2018
Jesse K. Butler, Peter Milley
State-mandated curriculum policy documents have an important political function. Governments use them to make ideological statements about the role of schools and how the next generation of citizens are to be shaped. Beginning from this premise, we use a frame analysis methodology to examine how citizenship in the Province of Ontario, Canada is framed in four consecutive versions of the...

“Indigenous mathematics”: Tensions in teachers’ intercultural formation
Mariane Dias Araújo, Vanessa Sena Tomaz
This article analyzes tensions that take place when a Brazilian indigenous student develops research on emerging community issues and establishes relations between practices from indigenous tradition and mathematical practices from school, in the context of an intercultural teacher training undergraduate course. The work is situated on the intercultural field, on the decolonial perspective,...

The place of mathematics in the training of indigenous teachers in the Alto Solimões Region/AM
Elisângela Aparecida Pereira de Melo, Gerson Riberiro Bacury, Pedro Ferreira da Silva, Domingos Anselmo Moura da Silva
This article approaches the mathematical practices in the Degree Course in Indigenous Teacher Training of the Federal University of Amazonas/Campus of Benjamin Constant, in a context of cultural and linguistic diversity. For reflection on this theme, we take as a starting point the following question: In what formative terms the mathematical practices, through Concrete Material, have...

The schooling by shamanism plan: Reflections among the Guarani-Mbyá of Rio de Janeiro
Danielle Bastos Lopes
This paper is the result of anthropological research conducted among the Mbyá - Guarani, from the Southeast of Brazil and Northern Argentina. Based on the ethnographic method, the paper analyzes indigenous schooling through the shamanism plan and the different conceptions of body, knowledge, and notions of indigenous persons. This study discusses the conflicts between school and alterities,...

Narrative of indigenous education and indigenous school education: The school and the teaching of the Balatiponé-Umutina people
Eliane Boroponepa Monzilar
This article deals with the study of the narrative of indigenous education and indigenous school education: The school and the teaching of the Balatiponé-Umutina people are interconnected with traditional and non-traditional educational processes focusing on impacts, advances, bottlenecks, challenges and actions that the indigenous Balatiponé-Umutina fought and organized to resist, keep alive...

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