Vol. 9 No. 2 (2020): INDIGENOUS STUDIES AND EDUCATION

Native American studies and different levels and modalities of teaching, such as basic education, higher education, bilingual education, intercultural universities, differentiated degrees, among other forms of the field of Indigenous Education have gained expression for the last decades in Latin America and the Caribbean. New possibilities for life, politics, and curricula extend discussions about non-formal teaching spaces, under which distinct thought systems and intelligibility norms occur. Thus, this special edition aims at reaffirming the commitment to the study of different conceptions of education and indigenous cultures by investigating the intercultural teaching and political settings in order to explore new possible studies. The issue involves works resulting from theoretical and/or empirical research whose themes focus on formal and non-formal educational contexts, covering topics such as basic education, higher education, experiences in popular and intercultural indigenous universities, conceptions of childhood, youth and their learning processes. It intends to articulate research carried out not only in the Brazilian context but in other Amerindian countries for the valorization of indigenous peoples and their cultural diversity.

Organizers: Profa. Dra. Danielle Bastos Lopes (UERJ) and Profa. Dra. María Cecilia Zsögön (UBA). 

Cover Art:

Artist: Viviane Diehl

Title: Obliteration: Childhood. 2020. Size dimensions: 18x18x01cm.

Material: Canson paper, acetate, cotton string, acrylic paint, wood.

Technique: photo intervention (photo print, painting, collage, embroidery).