Recent Articles


Interculturality and science teaching: A classroom daily routine
Juarez Melgaço Valadares, Célio Silveira Júnior
Historically, science has become an obstacle to the introduction of other kinds of knowledge in schools. Since 1990, the superiority of scientific knowledge has been criticized by education researchers. In parallel, indigenous education has been proving itself as a privileged space of recognition of relationships among cultural groups, in a way that traditional types of knowledge have been...

Ethnomathematics in the initial formation of indigenous teachers: Contributions to the maintenance and dynamization of the Guarani and Kaiowá culture
Aldrin Cleyde Cunha
This article is part research that was held at the training course for indigenous Guarani Kaiowá professors from Universidade Federal da Grande Dourados in the State of Mato Grosso do Sul. The study aimed to develop strategies ethnomathematics (generation, organization and dissemination of knowledge) in the initial training of indigenous teachers of mathematics, in order to contribute to the...

Science teaching in the village: An experience with Aikanã students and native fruit plants
Luzia Aikanã, Reginaldo Oliveira Nunes, Iuri Cruz Oliveira
Brazilian indigenous groups are looking for ways to rescue their culture, but they often face difficulties within education, and more specifically, science education. The aim of this study was to identify and discuss the perceptions of Aikanã indigenous students about the fruit plants of their native land. The data were obtained through a questionnaire, applied to 6th to 9th grade elementar...

Formation of the indigenous pedagogue: A land of rights and resistance
Marcos Gehrke, Marlene Lucia Siebert Sapelli, Rosangela Celia Faustino
This text analyses the process of collective construction of the Political-Pedagogic Project of the degree in Indigenous Pedagogy at Midwestern State University in Guarapuava, Paraná, Brazil, from the demand presented by the indigenous community of Rio das Cobras.After explaining the juridical-pedagogical aspects of access to higher education the pedagogy course, and the formation of...

The importance of building Aymara historical memory in primary education students from a critical bilingual intercultural curriculum approach in northern Chile
Carlos Enrique Mondaca Rojas, Elizabeth del Carmen Sánchez Gonzalez, Raúl Antonio Bustos Gonzalez
The general objective of this study is to analyze the importance of constructing an Aymara historical memory from a critical and bilingual intercultural curriculum theoretical approach for its implementation in primary education in schools in northern Chile. Methodologically, the design and construction of the proposed contents originate from a qualitative perspective in semi-structured...

The experience of being at the university from the perspective of an indigenous postgraduate student
Gilza Ferreira de Souza Felipe Pereira, Wagner Roberto do Amaral, Jenifer Araujo Barroso Bilar
The present work, the result of the dialogical authorship between an indigenous academic and researcher and two non-indigenous researchers involved in this theme, intends to contribute to greater visibility and recognition of the trajectories of indigenous scholars and professionals formed by public universities in a recent context of affirmative actions that enable the entry and permanence of...

The Apinayé indigenous people and access to the Rural Education degree of the Federal University of Tocantins: Some reflections
Anderson Brasil, Cícero da Silva
This paper aims to discuss the access of the Apinayé indigenous people to the Rural Education Degree: Codes and Languages - Arts and Music, at the Federal University of Tocantins (UFT), Tocantinópolis campus, state of Tocantins, Brazil, as well as to dialogue with some contemporary theorists (Brandão, 1983; Haesbaert, 2016; Lévi-Strauss, 1973; Nimuendajú, 1956; Santos, 1999)  about...

Education and indigenous people: Data from the indigenous school census in Brazil
Kaizô Iwakami Beltrão, Juliane Sachser Angnes
This second dossier, as well as the first organized by us - Kaizô and Juliane – in May of 2020 presents results of studies that glimpse the experiences of indigenous peoples in the task of satisfying their specific needs in indigenous school education and indigenous education, incorporating from that, their history, beliefs, value system and organizational culture. The socio-historical...

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