This work aims to present the mapping of national publications on the teaching of Science and Chemistry in Indigenous School Education (EEI), carried out in the CAPES Theses and Dissertations Catalog, and, among the works found, the analysis of teaching practices involving Science and Chemistry in Indigenous School Education, relating to the contents proposed by official documents (National Curriculum Guidelines for Indigenous School Education, National Guidelines for Elementary School II and High School, and BNCC referring to these two levels of education) and knowledge and traditions from different indigenous groups. With this, we sought to make visible the histories, cultures and indigenous knowledge, in contrast to the Eurocentric view present in several analyzed documents, as well as contributing to a quantitative parameter of publications, from the CAPES database, about Education Indigenous School and the Teaching of Science and Chemistry, also bringing reflections on the importance of incorporating the indigenous theme in various fields of study and areas of knowledge.
The aim of this article is to present the re-elaboration of Kokama school education during the Covid-19 pandemic, ways of adapting to the imposition of social distancing, highlighting the use of technologies, and the creation of innovative, creative, and playful teaching materials and teaching resources. The text summarizes the Kokama people's initiatives, especially based on the author's experience an indigenous professor and researcher highlighting the result of the efforts of various agents and institutions, such as the indigenous movement and public universities, in facing the challenges of re elaborating the indigenous school in this context. We emphasize the current role of teaching the Kokama language, once almost gone, which aims to vitalize it and which today has cellphone applications developed especially for this purpose. In addition to participant observation, the methodological procedures included bibliographic and journalistic sources review and narrative research.
This article seeks to reflect on the process of Stateization of Indigenous School Education in the state of Pernambuco and the challenges for the development of an intercultural curriculum for indigenous schools. Our reflection was carried out from the theoretical approaches of: Lopes (2004), Santiago (1998), among others. In the methodological path we used a critical ethnographic perspective (GEERTZ, 2002; FABIAN, 2013; CLIFFORD, 2002) and in the data collection process we worked with a dialogical perspective (CRAPANZANO, 1991). In this sense, based on the reflections carried out, it is possible to understand that there is a clear difficulty on the part of the State in recognizing intercultural indigenous schools as epistemic spaces and the indigenous peoples who inhabit them as producers of knowledge.
In this article we try to show a little about the life of two female names, icons of the cangaco movement, from bibliographic research. This movement had Lampiao as its main character. But here we will only talk about these two women, because it is necessary that the cangaco is also shown through the female perspective. They were women who suffered violence and fought, but who also broke a little of the stigma of what life in the country was like in those places. In other words, they dared to leave the context in which they were inserted, to just work in the fields alongside their parents. Then they got married very early and were going to do the same thing with their husband. Generation after generation was the same life of women in the northeastern hinterland. When talking about Maria Bonita and Dada, we are talking about women, who together with Lampiao and other cangaceiros, composed a movement that is still studied and researched by many. And, also, narrated by writers, especially those of cordel, who tell the story of their characters, thus making sure that the bandit does not fall into oblivion.
This article analyzes the representation of different aspects of gender violence in the novel Mulheres Empilhadas (2019), by Patricia Melo, such as toxic masculinity and pornography. The analysis proposed here is based on official data about violence against women in Brazil, as well on concepts that pertain to the field of Gender Studies. With femicide as a central theme, the book also addresses related issues, such as the failures of the judicial system, still governed by a patriarchal mentality, and shows how fiction can reflect reality and, at the same time, challenge it. The hypothesis proposed here is that, when dealing with pornography-from commercial porn to porn revenge- the author-creator shows that she is aligned with anti-pornography feminists, who understand this type of content as one of the pillars of misogyny.
