Vol. 6 No. 12 (2020): Pensamento Negro e Educação no Contexto Afrodiásporico

					View Vol. 6 No. 12 (2020): Pensamento Negro e Educação no Contexto Afrodiásporico

A presente edição da Revista Interritórios chega a público ao final desse primeiro ano de atravessamento dos tempos pandêmicos do século XXI. A pandemia do COVID-19 no início do ano de 2020 mergulhou o mundo inteiro num labirinto de incertezas. A doença e as desiguais formas de se proteger contra ela, ceifou a vida de milhares de pessoas, no Brasil e no mundo, expondo e agravando as desigualdades sociais, educacionais e raciais que estruturam nossas relações.  As populações vulneráveis socialmente, que no caso brasileiro ganham destaque as populações negras e indígenas, estão mais expostas ao contato, a infecção e a morte pelo vírus.

Published: 2020-12-07

Editorial

  • Pensamento Negro e Educação no Contexto Afrodiásporico: temas, problemas e desafios

    Claudilene Maria da SILVA, Lucimar Rosa DIAS, Silvani dos Santos VALENTIM
    DOI: https://doi.org/10.33052/inter.v6i12.248986

Artigos em fluxo contínuo

  • Education as the foundation of life: some reflections on the education of ethnic-racial relations from our aphrodiasporic context

    Vívian Parreira da Silva, Aida Victoria Garcia Montrone
    1-25
    DOI: https://doi.org/10.33052/inter.v6i12.248987
  • Black thinking in education: Black students' access to higher education after one decade of tensions and challenges

    Paulo Alberto dos Santos Vieira , Karina Almeida de Sousa
    26-44
    DOI: https://doi.org/10.33052/inter.v6i12.248988
  • Literary review on theses and dissertations on quotas in the postgraduation of UFPB

    Larissa Cavalcanti de Albuquerque
    45-63
    DOI: https://doi.org/10.33052/inter.v6i12.248989
  • From Mobilizations to the Education Policy of Ethnic-Racial Relations

    Carlos Augusto Sant’Anna Guimarães
    64-92
    DOI: https://doi.org/10.33052/inter.v6i12.248990
  • Afro-Brazilian studies nucleus and the education proposition por ethnic-racial relations

    Isis Silva Roza, Luciano Magela Roza
    93-113
    DOI: https://doi.org/10.33052/inter.v6i12.248991
  • Initial Teacher Training and Pedagogical Anti-Racists Practices:Experiences of the Institutional Program for Teaching Initiation Scholarships (PIBID) in Pedagogy

    Carla Verônica Albuquerque Almeida, Fabiana Pedreira Gelard
    114-133
    DOI: https://doi.org/10.33052/inter.v6i12.248992
  • Identities and Epistemologies: Law 10639/03 on School Decolonization

    Gasperim Ramalho de Souza, Arnaldo César Roque
    134-151
    DOI: https://doi.org/10.33052/inter.v6i12.248993
  • School Pedagogical Processes and Afrocentricity: A Case Study

    Edmilton Amaro da Hora Filho, Irene Késsia das Mercês Nascimento
    152-167
    DOI: https://doi.org/10.33052/inter.v6i12.248994
  • Storytelling and Ethnic-Racial Education:an Invitation to Black Women

    Kathleen Kate Dominguez Aguirre, Cassiane de Freitas Paixão
    168-188
    DOI: https://doi.org/10.33052/inter.v6i12.248995
  • Black awareness week in a peripheral elementary school: narratives of a collective work

    Elaine da Silveira Ribeiro Ferrarese, Tamires da Silva Oliveira
    189-210
    DOI: https://doi.org/10.33052/inter.v6i12.248996
  • African dance

    Nilson Ferreira de Almeida
    211-224
    DOI: https://doi.org/10.33052/inter.v6i12.248997
  • Proposition of actions related to environmental education in São Tomé and Príncipe

    Osvaldo Vaz Furtado, Andrea Yumi Sugishita Kanikadan
    225-243
    DOI: https://doi.org/10.33052/inter.v6i12.248998
  • From estuary to estuary: educational constructions of the black communities of the Colombian South Pacific in the middle of the armed conflict

    Jorge Enrique García Rincón
    244-271
    DOI: https://doi.org/10.33052/inter.v6i12.248999

Resenhas

  • Ethnoeducation as a political and identity position of theAfro-Ecuadorian people

    Elias Alfama Moniz, Victoria Maldonado Bautista
    272-279
    DOI: https://doi.org/10.33052/inter.v6i12.249000

Entrevista

Fluxo contínuo

  • Historical-political trajectories of initial training for basic education teachers in Brazi

    Caio Corrêa Derossi, Thaís Carneiro Carvalho
    316-334
    DOI: https://doi.org/10.33052/inter.v6i12.249003
  • The demand ofnew patterns in legal education in front of new technologies

    Maria Angélica Chichera
    335-354
    DOI: https://doi.org/10.33052/inter.v6i12.249004
  • Appraisal of a new approach to chemistry teaching

    Júnior Olair Chagas, Fabiana Aparecida Lobo, José Luiz Gonçalves
    355-370
    DOI: https://doi.org/10.33052/inter.v6i12.249005
  • Contextualization from the perspective of the inclusion of the deaf user of libras

    Aurinete Barbosa Mulato Pereira, Edmerson dos Santos Reis
    371-388
    DOI: https://doi.org/10.33052/inter.v6i12.249006
  • Describing Some Subjectivations of a Mathematics Undergraduates Group

    Wanessa Mayara da Silva, Simone Moura Queiroz
    389-422
    DOI: https://doi.org/10.33052/inter.v6i12.249007
  • Early grades literacy and its pedagogical discourse on the nigaraguan curriculum

    Rafael Santiago Meza-duriez
    423-449
    DOI: https://doi.org/10.33052/inter.v6i12.249008
  • The use of HagáQuê software in the early years of elementary school: literacy practices in digital contexts

    Aletheia Machado de Oliveira
    450-472
    DOI: https://doi.org/10.33052/inter.v6i12.249009
  • The representation of minorities in the literary works of the UnB Serial Evaluation Program (application 2019

    Marcus Rodolfo Bringel de Oliveira, Claudio Alves Pereira
    473-485
    DOI: https://doi.org/10.33052/inter.v6i12.249010