Vol. 7 No. 3 (2022): (sep./dec.) - Experiences in Indigenous School Education in Latin America

View Vol. 7 No. 3 (2022): (sep./dec.) - Experiences in Indigenous School Education in Latin America

Organizers of the Dossier:

Dr. Célia Aparecida Bettiol - State University of Amazonas - Brazil
Dr. Paulo de Tássio Borges da Silva - Fluminense Federal University - Brazil
Dr. Luciano Cardenes Santos - Federal University of Goiás - Brazil

 

 

Cover: Arissana Pataxó - Brazilian visual artist from the Pataxó ethnic group. Born in Porto Seguro, Bahia, Arissana says she lived “on the banks of the river”, and that her first art references came from those memories. At age 16, she moved to the urban village of Coroa Vermelha. 

Published: 2022-12-30

EXPEDIENT

DOSSIER

  • Experiences in Indigenous School Education in Latin America

    Paulo de Tássio Borges Silva, Célia Aparecida Bettiol, Luciano Cardenes Santos (Organizadores)
    01-06
    DOI: https://doi.org/10.22481/odeere.v7i3.11859

  • “Finding out” the language: Patxohã and its hybrid landscapes in the Kaí-Pequi Territory (Comexatiba)

    Paulo de Tássio Borges Silva
    07-24
    DOI: https://doi.org/10.22481/odeere.v7i3.11555

  • From the Village to the Academy, from the Academy to the Village: the challenges of the University in the face of the demands of Native Peoples

    Claudecir dos Santos, Maria Silvia Cristofoli Cristofoli
    25-44
    DOI: https://doi.org/10.22481/odeere.v7i3.11593

  • Potentialities of Intercultural Education in Aldeia Muã Mimatxi

    Maria Regina Lins Brandão Veas, Karla Cunha Pádua
    45-63
    DOI: https://doi.org/10.22481/odeere.v7i3.11259

  • Pẽptykre Parkatêjê School: dialogued knowledge from the Gavião paintings

    Elizete de Lima Queiroz, Ribamar Ribeiro Júnior
    64-86
    DOI: https://doi.org/10.22481/odeere.v7i3.11536

  • Indigenous schools and teachers: reflections on the formation and use of indigenous languages

    Célia Aparecida Bettiol
    87-101
    DOI: https://doi.org/10.22481/odeere.v7i3.11597

  • Experiences with indigenous teaching in Angra dos Reis: testsitures in education, culture and difference

    William de Goes Ribeiro, Renata Lopes Costa Prado, Silmara Lídia Marton
    102-121
    DOI: https://doi.org/10.22481/odeere.v7i3.11539

  • Translation and Difference in the Construction of the Reference Curriculum Document of Bahia for Indigenous School Education

    Paulo de Tássio Borges Silva, Rosilene Cruz de Araújo, José Carlos Batista Magalhães
    122-139
    DOI: https://doi.org/10.22481/odeere.v7i3.11598

FREE ARTICLES

  • Trajectory and intricacies of Indigenous School Education in countries colonized by Spain

    Paulo Roberto Vilarim, Décio Ruivo Martins, Sérgio Paulo Jorge Rodrigues
    140-166
    DOI: https://doi.org/10.22481/odeere.v7i3.11223

  • The education of ethnic-racial relations in the curriculum practiced in a rural school

    Benedito Eugenio, Catiana Nery Leal
    167-180
    DOI: https://doi.org/10.22481/odeere.v7i3.11207

REVIEW

  • Contributions of the book "Law 11.645/08 in the arts and education: indigenous and Afro-Brazilian perspectives"

    Mônica Tamiris Pereira Cruz
    181-184
    DOI: https://doi.org/10.22481/odeere.v7i3.11331

  • From Milton Santos' scientificity to Boaventura's activism: a motto to problematize borders

    Alexandre de Oliveira Fernandes
    185-189
    DOI: https://doi.org/10.22481/odeere.v7i3.11512

  • Education for Ethnic-Racial Relations, Diversity and Education

    Andreia dos Reis Almeida
    190-194
    DOI: https://doi.org/10.22481/odeere.v7i3.11387