Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos

View Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos

Published: 2021-10-19

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Artigos

Schools in rural areas and school concentration measures: the case of the geographical area of Pinhal Interior Sul, Portugal (early 21st century)

Carlos Manique da Silva

1-21
The role of the “New” High School in the logic of capital: stratification, perspectives and resistances

Mike Ceriani de Oliveira Gomes

1-16
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Poetics of the contingent: some essays about teaching

Cintya Regina Ribeiro

1-16
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Pedagogy of masculinization in porn videos: the production of the young man barebacker

Danilo Araujo de Oliveira, Shirlei Rezende Sales

1-23
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Force relationship between UNESCO guidelines and student demands in Law no. 13.415/2017

Aldimara Catarina Brito Delabona Boutin, Simone de Fátima Flach

1-19
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Environmental education in initial teacher education: contributions of the Critical Pedagogy

Theóffillo da Silva Lopes, Francisco José Pegado Abílio

1-20
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Systematic synthesis of research on pedagogical practices in Brazil: an analysis of the academic production of the Graduate Programs in Education CAPES Grade 7 (2006-2015)

Júlio Emílio Diniz-Pereira

1-29
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Existentialities in the countryside established by the rurality of the presence

Charles Maycon de Almeida Mota, Jane Adriana Vasconcelos Pacheco Rios

1-14
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Relationship with society from a gender perspective: a study in Ecuadorian university

María Cristina Useche Aguirre, Johanna Rosalí Reyes Reinoso, Magdalena Emilia Ordoñez Gavilanes, María del Cisne Aguirre Ullauri, Enma Alexandra Espinosa Iñigues

1-21
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Detailed textual analysis of the Brazilian Inclusion Law: perspectives and advances in relation to the rights of people with disabilities

Luiz Renato Martins da Rocha, Jáima Pinheiro de Oliveira

1-16
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Carnival shed of floats and Ethnomathematics: pedagogical practices and reflections in the Carnival of Florianópolis

Jéssica Lins de Souza Fernandes, Joana Célia dos Passos, Rita de Cássia Pacheco Gonçalves

1-23
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Intermittent pathways in the access to artistic careers in young descendants of migrants

Sofia Gaspar, Juliana Iorio

1-16
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The use of digital technologies in education: future paths for a digital education

Marcelo Coppi, Isabel Fialho, Marília Cid, Carlinda Leite, Angélica Monteiro

1-20
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Pierre Bourdieu and the issue of the intellectuals

Névio de Campos

1-18
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Onto-epistemology in the knowledge production in the field of Education

Gisele Masson

1-17
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Teaching Coordination in the University: the case of the initial training of the future Social Sciences teacher in Spain

Rafael Sebastiá-Alcaraz, Juan García-Rubio

1-12
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Wishful thinking: processes of meaning in the discourse of the learning crisis of multilateral organizations

Olivia Rochadel, Regina Celia Linhares Hostins

1-19
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Paulo Freire’s contributions in India and its connections with Prabhat Ranjan Sarkar’s philosophy: expressions of internationalization

Patrícia Correia de Paula Marcoccia, Danilo Romeu Streck

1-20
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(Almost) anthropophagic reflections on unequal teachers’ remuneration in Brazil and the United States of (North) America

Andréa Barbosa Gouveia, Gustavo E. Fischman

1-22
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Curricularization of extension in Pre-service teacher education courses

Denise Puglia Zanon, Simone Manosso Cartaxo

1-22
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The homeschooling network in Brazil: the conservative alliance in action

Iana Gomes de Lima, Luis Armando Gandin, Luis Felipe Rosa, Gabriel Dias dos Santos

1-24
The name of the flower: dialogues between Paulo Freire, Francisco Brennand and decolonialities

Franciele Clara Peloso, Paola Andressa Scortegagna, João Colares da Mota Neto

1-22
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Coordenação Pedagógica: atuação junto aos professores para a inclusão escolar

Gabriela Chem de Souza do Rosário, Silmara de Oliveira Gomes Papi

1-17
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Entrevista

Interview with Pablo del Río – Human development and educational design: some challenges of contemporary schooling

Pablo del Río, Elizabeth dos Santos Braga, Teresa Cristina Rego, Ana Luiza Bustamante Smolka

1-24
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Conservative alliance in Brazilian Education: revisiting Educating the “right” way: interview with Michael W. Apple

Michael W. Apple, Iana Gomes de Lima, Ricardo Boklis Golbspan, Graziella Souza dos Santos, Luís Armando Gandin

1-19
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A dialogue: interview with Gisèle Sapiro

Gisèle Sapiro, Névio de Campos

1-15
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Tradução

The politics of critical policy sociology: mobilities, moorings and elite networks

Glenn C. Savage, Jessica Gerrard, Trevor Gale, Tebeje Molla

1-18
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The challenge of individuality in Cultural-Historical Activity Theory: “collectividual” dialectics from a transformative activist stance

Anna Stetsenko

1-22
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What is policy assemblage?

Glenn C. Savage

1-21
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Resenhas

MAINARDES, Jefferson. Alfabetização & prática pedagógica: trajetórias e vivências. Curitiba: CRV, 2021. 194 p.

Laélia Portela Moreira

1-5
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BOURDIEU, Pierre; PASSERON, Jean-Claude. Os herdeiros: os estudantes e a cultura. Tradução de Ione Ribeiro Valle e Nilton Valle. Florianópolis: Editora da UFSC, 2014. 172 p.

Karina Regalio Campagnoli

1-6
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Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas

Black women on the move: individual and collective creations for lives with dignity and rights

Matilde Ribeiro

1-18
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Education for Ethnic-Racial relations in Physical Education research and initial training: a state of knowledge

Keylla Amélia Dares Silveira, Wilson Alviano Júnior

1-21
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Education to overcome racism in a public school context

Branca Jurema Ponce, Alice Rosa de Sena Ferrari

1-20
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Ethnic-racial issues in the school environment: reflections from theses and dissertations on pedagogical practices developed in Basic Education

Adriana Regina de Jesus Santos, João Fernando de Araújo, Martinho Gilson Cardoso Chingulo, Luiz Gustavo Tiroli, Bernadete Lema Mazzafera

1-16
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The legacy of whiteness: reflections from oral reports by white teachers

Ana Laura Bonini Rodrigues de Souza, Rosane Michelli de Castro , Flávio Santiago

1-17
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“Escrevivências” and literary affects between university and school

Iris Verena Oliveira, Jeane Matos Araújo Lima, Geniclécia Lima dos Santos

1-19
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“Demarcating universities”: indigenous peoples and affirmative actions in Brazilian Graduate Studies courses

Iara Tatiana Bonin

1-26
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The meaning of the black person in teaching materials: a semantic analysis of activities related to the National Day of Black Consciousness

Florisbete de Jesus Silva, Leonardo Lacerda Campos

1-19
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Ancestral memories and African philosophies forging paths to an Afro-referenced education

Adilbênia Freire Machado, Lorena Silva Oliveira

1-15
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A decolonial possibility to think about the constitution of the caboclo ethos in the Western Santa Catarina

Anderson Luiz Tedesco, Cláudia Battestin

1-17
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Philosophy of education from other landscapes: Afro-Brazilian childhoods and decolonial pedagogy

Amanaiara Conceição de Santana Miranda, Luís Carlos Ferreira dos Santos

1-12
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The orientation process as a strategy to overcome institutional racism: reports of an ancestral encounter in a Graduate Studies context at a Federal Institute

Bianca Barreto do Nascimento, Mariana Fernandes dos Santos

1-20
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School, resignification, decolonization: narratives of Kaingang students on Brazil’s Southern border

Renilda Vicenzi, Bruno Antonio Picoli

1-23
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Poetics of quilombola movement and interculturality: body and decolonial dances from the Freirean perspective

Thais de Jesus Ferreira, Maria Cecilia de Paula Silva

1-18
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Towards an anti-racist Physical Education: the protagonism of CEAFRO from Vitoria and Cariacica in Espírito Santo

Pamela Tavares Monteiro, José Luiz dos Anjos

1-16
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Decolonial thoughts about ethnic-racial relations on ENEM’s Spanish exams (2010-2020)

Gabriela Rodrigues Botelho

1-20
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For a teaching of Physics afrocentered in the curriculum of the Integrated Middle School of a Federal Institute

Jorge Dantas Junior

1-16
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From marginalization to centrality: the importance of black representativeness in children’s and young adult literature

Janaína Oliveira Caetano, Suzete Araujo Oliveira Gomes, Helena Carla Castro

1-22
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Educational practices of teachers and families in the process of building the identity of the black children

Giovanna Santos da Silva, Edna Martins

1-20
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Representativeness, visibility and vocality: notes on whiteness and academic production in scientific events in times of remote education

Marina Pereira de Almeida Mello, Samuel Dias Ribeiro

1-19
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Paulo Freire’s actuality in the suffocated “cry” of the oppressed

Kelly Cristina Soares Lima, Josiane Arnholz Plaster, Gerda M. Schütz-Foerste

1-20
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Health education of the black population in the Family Health Strategy

Adicéa de Souza Ferreira

1-10
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“I don’t know if I can say I’m not racist”: student narratives on the history of Afro-Brazilian and indigenous culture in the Higher Education

Cíntia Régia Rodrigues, Edison Lucas Fabrício

1-20
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Mith, ideology and utopia in the Brazilian indigenist schooling education policy

Kasandra Conceição Castro de Sousa, Fausto dos Santos Amaral Filho

1-15
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Racial quotas as a mechanism of visibility and social valuation of the black population

Nara Cristina Fernandes Almeida, Adriana Duarte Leon

1-13
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Ethnic-racial thinking: scientific knowledge, legal norms and education

José Vicente de Souza Aguiar, Kelly Almeida de Oliveira, Izaura Rodrigues do Nascimento

1-22
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Teacher education from an anti-racist education perspective as a social practice

Fausto Ricardo Silva Sousa, Lizandra Sodré Sousa, Herli de Sousa Carvalho, Francisca Morais da Silveira

1-16
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Non-hegemonic subjects in Postgraduate courses in Brazil and Portugal: Indigenous, Angolans, Mozambicans and Timorese

José Licínio Backes

1-18
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Diaspora Literacy and the Education of Ethnic-Racial Relations: theoretical-methodological approximations

Débora Cristina de Araujo, Eduardo da Silva Araujo

1-17
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“I was all that they did not want from a teacher”: black and lesbian teaching in Basic Education

Tainah Mota do Nascimento, Rodrigo Manoel Dias da Silva

1-13
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Racism as a condition for thinking the ethics of ethnic-racial relations in Basic Education

Beatriz da Silva Correa, Sônia Aparecida Siquelli

1-23
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The racial issue between treaties and portraits: laws and implementations “just for show”

Simoní Portela Leal, Francis Musa Boakari, Francilene Brito da Silva, Alisson Emanuel Silva

1-16
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Implementation of the affirmative policy for the black population in three public universities in the South of Brazil: a long walk

Alessandra Alfaro Bastos, Alejandro Javier Lezcano Schwarzkopf

1-25
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The state of the art of research on anti-racism in Early Childhood Education (2013-2021)

Tainara Batista Barros, Rita de Cássia de Souza, Maria Simone Euclides

1-18
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The authority of the black teacher: a study on the perception of students and teachers of the early grades of Elementary School

Heloisa Martins Florenço, Gildo Volpato

1-17
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Black Movement in Brazil: approval of Law no. 10,639/2003 and education for ethnic-racial relations

Adrielle Soares Cunha, José Correia de Amorim Júnior, Doriele Silva de Andrade Costa Duvernoy

1-17
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Interculturality: experiences and challenges in/of University

Daniela Boacik, Marlize Rubin-Oliveira, Franciele Clara Peloso

1-18
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“The dream is over”: education and ethnic-racial relations, and political-institutional setbacks

Amauri Mendes Pereira

1-20
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Analysis of the category content and form of Azur & Asmar workpiece: reflections on ethnic-racial relations in and out of school

Suelen Cristina dos Santos Klem, Sandra Aparecida Pires Franco

1-15
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Racial quotas at the university: a case study on access to Higher Education in a Federal Institution

Claudinéia Lucion Savi, Maria de Lourdes Bernartt, Nilvania Aparecida de Mello

1-20
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Black schoolteachers: training of black teachers in a silent environment

Laura Rodrigues Paim Pamplona, Natalino Neves da Silva

1-15
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The political and pedagogical dimension of the celebration in the Quilombola community of Campina de Pedra, Poconé, MT

Suely Dulce de Castilho, Bruna Maria de Oliveira

1-19
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African counternarratives: action research in response to the construction of hegemonic stigmas

Elizângela Áreas Ferreira de Almeida, Eliane Giachetto Saravali

1-23
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What do the teachers who won the Educar para a Igualdade Award teach us?

Maria da Gloria Calado, Anna Beatriz Mendes Felix

1-19
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Indigenous culture approaches in the Brazilian Basic Education: reflections for an intercultural teaching

Cristine Gabriela de Campos Flores, Luana Barth Gomes, Cledes Antonio Casagrande

1-19
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Some reflections about quota system, curriculum and Biology teachers

Maria José Souza Pinho, Kelly Meneses Fernandes

1-18
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Brazilian indigenous youtubers: interfaces between culture and education

Lia Machado Fiuza Fialho, Márcia Cristiane Ferreira Mendes

1-21
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The insurgency of black intellectuality in Pedagogy courses in Southern Brazil

Eduarda Souza Gaudio, Joana Célia dos Passos

1-19
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Afro-pindoramic confluences: for a counter-colonialist human formation

Luís Thiago Freire Dantas

1-12
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IMITATIONS OF THE ANTI-RACIST EDUCATIONAL POLICY IMPLEMENTED BY THE ETHNIC-RACIAL DIVISION OF THE MUNICIPAL EDUCATION-AP

Cleidiane Colins Gomes, Piedade Lino Videira

1-19
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Ethnic-racial relations and their productions in the area of Education: an analysis on the SciELO platform

Brunna Alves Silva, Sandro Rogério Vargas Ustra

1-19
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Monteiro Lobato’s children’s books: from racistês to pretuguês

Anamaria Ladeira Pereira, Camila Santos Pereira

1-23
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FROM POLITICAL ACTOR TO THE BLACK EDUCATOR MOVEMENT: COLLECTIVES AS PLACES OF BLACKNESS AT UFRJ

Tamiris Pereira Rizzo, Alexandre Brasil Carvalho da Fonseca

1-27
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Afrocentered education as decolonial pedagogy in the Brazilian educational context

Maurício Silva

1-14
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Dialogues between schools and the knowledge of Quilombola communities: the decolonization of the curriculum from Law no. 10.639/2003

Marco Antonio Leandro Barzano, Maria Cristina de Jesus Sampaio, André Carneiro Melo

1-18
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Ethnic-racial relations on the Pedagogical Master Plans of undergraduate teaching training degree courses in Biology in São Paulo

Ana Carolina Ferreira Barbara, Florença Freitas Silvério, Marcelo Tadeu Motokane

1-22
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Black pedagogies: formative experiences for the education of ethnic-racial relations

Ilaina Damasceno Pereira, Liana dos Santos Ribeiro, Natalia Conceição Viana, Sônia Beatriz dos Santos

1-23
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African descendencies in Iberian troubadourism

José Nogueira da Silva, Adriana Cavalcanti dos Santos

1-19
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Dialogues with Paulo Freire: unity in diversity, intersectionality and equality of differences

Marciele Nazaré Coelho, Helenice Aparecida Magalhães de Sousa Guedes, Regina de Oliveira Dyonisio

1-19
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Racial heteroidentification: the context of affirmative actions in Higher Education

Pâmella Silva Alves

1-14
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Life knowledges: interactive circles, dialogues and the Black Women Movement

Fernanda Priscila Alves da Silva

1-13
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The claim of a diasporic intellectuality and epistemic diversity as a strategy

Érika de Sousa Mendonça, Amilson de Carvalho Gominho Filho, Ana Letícia Cordeiro de Melo

1-19
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Jongueira education: afro-diasporic life-affirming repertoire in childhood

Vivian Parreira da Silva, Tatiane Cosentino Rodrigues

1-19
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When representativeness matters: reflections on racism, identity valuation and Basic Education

Adriana Gonçalves Correa, Paulo Melgaço da Silva Junior, Érika Loureiro de Carvalho

1-17
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Resenhas - Dossiê

LIMA, Denise Maria Soares. Corpos negros, linguagens brancas: o mito da boa-aparência. Curitiba: Appris, 2020. 227 p.

Candido Alberto Gomes

1-3
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