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Copyright of Revista Latinoamericana de Filosofía is the property of Centro de Investigaciones Filosoficas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Culturas: Revista de Gestion Cultural is the property of Universidad Politecnica de Valencia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Propósitos y Representaciones is the property of Universidad San Ignacio de Loyola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anales de Teología is the property of Universidad Catolica de la Santisima Concepcion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Qualitative Research in Education (2014-6418) is the property of Qualitative Research in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper addresses a reality insufficiently studied in penitentiary centers: the impact of participation in leisure, sports, and cultural activities on the desistance process of incarcerated individuals and as a protective factor against committing new crimes. It was carried out in one of the eight ordinary regime penitentiary centers that the Generalitat of Catalonia (Spain) has in its territory. In this exploratory research, a quantitative design was chosen to allow a static, confirmatory reading of the benefits of leisure, sports, and cultural activities in penitentiary contexts, focusing on improving competencies that benefit desistance processes. The results show the perceived benefits by the incarcerated individuals and how these influence positive identity construction processes. Some recommendations derived from the results obtained are provided, which may suggest actions in penitentiary treatment and the design of public policies. [ABSTRACT FROM AUTHOR]

Copyright of Cultura: Revista de la Asociación de Docentes de la USMP is the property of Universidad de San Martin de Porres, Asociacion de Docentes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RUSC: Revista de Universidad y Sociedad del Conocimiento is the property of Fundacio per a la Universitat Oberta de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Brasileira de Extensão Universitária is the property of Revista Brasileira de Extensao Universitaria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Creating cultural and educational centres is a very important aspect of the development of a society. We observe the presence of these centres all over the world, especially in large cities, where there is a larger population. What happens, however, to small communities, especially those that form outside their place of origin? How do they get the information they need to keep up to date with the cultural and educational development of the country where they left off? We find a relevant answer in Spain, more precisely in cities where Romanians have formed fairly large communities, such as Madrid, Valencia or Barcelona. Although, through a brief analysis of these communities, we can see that Romanians have managed to learn Spanish, there is also a desire to have access to language, literature and culture in Romania. Therefore, several institutions such as the Cervantes Institute or the Romanian Cultural Institute in Madrid, provide Romanians on Iberian territory with books, courses and other cultural and educational activities, and the Romanian communities organize and promote these actions. Are there also libraries and other similar cultural institutions in several parts of the peninsula, which makes us wonder how these Romanian cultural funds work in Spain? This paper will answer, among others, this question and will present the system and methods applied in promoting language, Romanian literature and culture within the Romanian cultural and educational centres on Hispanic territory. [ABSTRACT FROM AUTHOR]

Copyright of Conhecimento Online is the property of Universidade Feevale and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Creneida is the property of Creneida and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Geografia: Revista Colombiana de Geografía is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Psicanálise da SPPA is the property of Sociedade Psicanalitica de Porto Alegre and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of HOLOS is the property of Instituto Federal do Rio Grande do norte - IFRN and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper proposes the revision of a series of phenomena analyzed within the framework of the study "Youth, Culture and Education" of the Ministry of Education of Chile and the Fundación Sistema of Spain and in the study about the civic behavior of young in Chile (Fondecyt N° 11121115). This paper describes the most relevant aspects of the young people's perception and verbalization of such areas as a) characterization and values of the young, b) participation and citizenship, and c) trends in education. The paper ends by suggesting a thematic research agenda that may permit to explore in greater depth some dimensions that this study did not fully address given the constraints inherent to its nature and purpose. [ABSTRACT FROM AUTHOR]

Copyright of Studia Historica. Historia Medieval is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nodos y Nudos is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the context of a wider research, this article analyzes the first stage of Jesús Martín-Barbero's work, more precisely his writings in the 1970s, in order to recover his most significant contributions to the field of communication/education during that decade. The corpus of analysis is made up of Martín-Barbero's doctoral thesis entitled La palabra y la acción, finished in 1972, and two later books, Comunicación masiva: discurso y poder, written in 1978, and Comunicación educativa y didáctica audiovisual Elementos teóricos-metodológicos para la producción de ayudas audiovisuales didácticas, published a year later. The aim of this paper is to characterize these reflections, explain them, and systematize them in order to identify the points of continuity and rupture between those deliberations. This will in turn let us, on the one hand, establish the lines of research that will allow us to relate the other stages of the intellectual production of the author in this field and analyze the evolution of these first contribution, and, on the other hand, to evaluate to what extent these approaches and their subsequent developments and transformations can still be useful to investigate the phenomena related to communication/education in the present. [ABSTRACT FROM AUTHOR]

RESUMO: O presente trabalho pretende mostrar que com a multiplicação dos estabelecimentos de ensino na Alemanha do século XIX, o ensino emancipador, tão importante para combater os pensamentos rasteiros, impróprios para o voo, foi perdendo espaço para um saber científico, utilitário (lucrativo), destruindo as raízes das forças mais elevadas e mais nobres da cultura alemã, subvertendo a ordem natural no reino do intelecto. Diante de toda essa decadência, Nietzsche aparece como crítico, iconoclasta e intempestivo que reivindica a golpes de martelo uma renovação e purificação destes estabelecimentos, abrindo espaço para que as forças mais sadias vindas da antiguidade clássica (Greco-romana) dessem as armas necessárias para a peleja contra a barbárie que se cristalizava em seu tempo. Palavras-chave: Nietzsche. Erudito. Cientificismo. Educação. Cultura. Gênio. ABSTRACT: This paper intends to show that along with the multiplication of educational establishments in the 19th century Germany, the emancipatory teaching which is so important to neutralize the poor thoughts, unsuitable for higher flights, has lost room to a scientific and utilitarian (profitable) knowledge, destroying the roots of the higher and nobler German culture forces, subverting the natural order in the reign of intellect. Faced with all this decadence, Nietzsche appears as a critical, iconoclastic and untimely man who claims with hammer blows for renovation and purification of these establishments, opening space for healthier forces coming from classical (Greco-Roman) antiquity to give the necessary weapons to fight the crystallized barbarism of his days. Keywords: Nietzsche. Erudite. Scientism. Education. Culture. Genius.

RESUMO: Focando no sujeito entre culturas em semiose ad infinitum, este trabalho analisa o poema I come from (2011), de Maggie Harris, a fim de identificar como a ideia de identidade cultural é retratada através do eu em um processo contínuo de semiose. O estudo considera os pressupostos teóricos desenvolvidos por Peirce (2010), a ideia de identidade argumentada por Noack (2006) e o conceito de cultura proposto por Bhabha (1994). A análise revela que a cultura é responsável por fazer o sujeito conceber a identidade como parte de um processo de semiose entre o ego e o não-ego, o ser e o não ser. Palavras-chave: Ser / Não-Ser. Identidade. Cultura. Semiose. ABSTRACT: Focusing on the subject between cultures in semiosis ad infinitum, this paper aims to analyze the poem I come from (2011), by Maggie Harris, in order to identify how the idea of cultural identity is portrayed through the self in a continuum process of semiosis. The study considers the theoretical assumptions provided by Peirce (2010), the idea of identity argued by Noack (2006) and the concept of culture proposed by Bhabha (1994). The analysis reveals that culture is responsible to make the subject conceive their identity as a part of a semiosis process between the ego and not-ego, being and not being. Keywords: Being / Not-Being. Identity. Culture. Semiosis.

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Confluenze. Rivista di Studi Iberoamericani is the property of Universita di Bologna, Dipartimento di Lingue, Letterature e Culture Moderne and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lasallista de Investigación is the property of Corporacion Universitaria Lasallista and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Colloquium Humanarum is the property of Asociacao Prudentina de Educacao e Cultura (APEC) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia en su PC is the property of Instituto de Informacion Cientifica y Tecnologica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Desafíos is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Culturales is the property of Universidad Autonoma de Baja California, Instituto de Investigaciones Culturales-Museo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper seeks to highlight the importance of the relationship of knowledge with the environment to place its effects on the educational life of individuals as part of the understanding of thought about the world and ourselves. From this view, the teaching process cannot be conceived above the local realities that produce his own narratives of meaning, which makes education an exploration opportunity around biocultural codes that organize the link between human being and the nature. [ABSTRACT FROM AUTHOR]

In this paper, we briefly introduce three aspects of what might be considered a Latin-American school of political economy of communication. The first aspect is an institutional history that highlights the efforts to be present at universities as well as researcher organizations and other spaces of independent discussions such as journals and observatories. Second aspect, incorporates both European and North-American theoretical and epistemological traditions, which gives a way to a Latin-American re-elaboration. The third aspect, is the making of a particular history. Such history is, nevertheless, non-homogeneous as it takes into account the specificities of Brazil, Argentina, and Mexico. Finally, some categories elaborated or re-elaborated within the Latin-American camp, stand out as they contribute for a better dialog with other strands at the world level. As a conclusion remark is that, despite its internal development, the Anglo- American intellectual and academic traditions still prevail. [ABSTRACT FROM AUTHOR]

In this paper, we briefly introduce three aspects of what might be considered a Latin-American school of political economy of communication. The first aspect is an institutional history that highlights the efforts to be present at universities as well as researcher organizations and other spaces of independent discussions such as journals and observatories. Second aspect, incorporates both European and North-American theoretical and epistemological traditions, which gives a way to a Latin-American re-elaboration. The third aspect, is the making of a particular history. Such history is, nevertheless, non-homogeneous as it takes into account the specificities of Brazil, Argentina, and Mexico. Finally, some categories elaborated or re-elaborated within the Latin-American camp, stand out as they contribute for a better dialog with other strands at the world level. As a conclusion remark is that, despite its internal development, the Anglo- American intellectual and academic traditions still prevail. [ABSTRACT FROM AUTHOR]

Copyright of Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we describe the socio-cultural and educational conditions of an intercultural bilingual school from the wixárika culture at Northern Jalisco. This study aims to explore how the pedagogical actions of the bilingual intercultural program are implanted in rural communities like Haimatsie. Therefore, we observed the didactic strategies used by native teachers for encourage the use of the wixárika mother language in the teaching and learning of literacy. The fieldwork of this ethnographic study was developed in three stages over three years (with stays of one month each school year). One of the findings is that the teachers of this school did not know the intercultural teaching strategies that the context required and they did not have enough bilingual linguistic command for teaching. [ABSTRACT FROM AUTHOR]

Copyright of Revista Politécnica is the property of Politechnico Colombian Jaime Isaza Cadavid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ICT in Muzical Field / Tehnologii Informatice si de Comunicatie in Domeniul Muzical is the property of Tehnologii Informatice si de Comunicatie in Domeniul Muzical / ICT in Musical Field and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Estudos Feministas is the property of Revista Estudos Feministas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Ibero-Americana de Estudos em Educação is the property of Jose Luis Bizelli, editor of Revista Ibero-Americana de Estudos em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Ibero-Americana de Estudos em Educação is the property of Jose Luis Bizelli, editor of Revista Ibero-Americana de Estudos em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Hojas y Hablas is the property of Fundacion Universitaria Monserrate - Unimonserrate and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

O ensino de história e cultura indígena, apesar de obrigatório desde a Lei 11.645/2008, ainda é secundarizado no Brasil, devido a fatores que incluem preconceitos arraigados e falta de capacitação docente. No caso da História da Arte, a própria natureza eurocêntrica dessa disciplina relega obras e estilos indígenas ao esquecimento. Assim, o objetivo deste trabalho é relatar a execução e os resultados obtidos nas oficinas de extensão ‘Artes Indígenas para Professores do Ensino Fundamental e Médio’, desenvolvidas pelo Projeto de Extensão Mudando as representações dos adolescentes sobre os indígenas, cujo público foram docentes das redes de ensino públicas e privadas de diferentes estados brasileiros, e que foram realizadas através de Ambiente Virtual de Aprendizagem durante os meses de junho e julho, quarentena do Covid-19, em 2020. Orientadas pelos princípios da extensão universitária, as oficinas produziram conhecimento dialogado com o público de professores não-universitários, fornecendo ferramentas teóricas para a produção de sequências didáticas voltadas para crianças e adolescentes, baseadas em uma crítica ao etnocentrismo nas artes. Ao mesmo tempo que os oficiantes apresentavam teorias e conteúdos históricos, os oficineiros traziam suas indagações e suas contribuições acerca das artes de diferentes povos indígenas e produziam materiais e propostas, elaboradas a partir de uma perspectiva decolonial. Percebemos que, apesar dos déficits de formação e da falta de apoio institucional, existe um interesse de muitos professores em conhecer e criar possibilidades de ensino de história e cultura indígenas junto a seus discentes. Palavras-chave: Lei 11.645; Cultura; Educação; Professores; Decolonização Digital Indigenous arts workshops for elementary and high school teachers: Producing decolonial knowledge about indigenous history Abstract: The teaching of indigenous history and culture in Brazil, although required by Brazilian federal law 11,645/2008, is still obfuscated by many variables such as racism and the lack of professional qualification of the teachers. In the specific case of Art History, its Eurocentric nature relegates indigenous artworks and styles to oblivion. Given such a situation, the present paper describes the making of and results of the digital workshops “Indigenous Arts for Teachers.” The workshops congregated private school teachers, from public and private schools, from different regions of Brazil. They were developed through a virtual learning environment during the Covid-19 quarantine in Brazil in 2020. Following the principles of university extension, the workshops aimed to produce knowledge dialoguing with the non-academic public, providing theoretic tools for the design of didactic sequences for children and teenagers based on the critic of eurocentrism in Arts and History. At the same time, as the supervisor presented theories and historical contextualization, the public brought their questions and contributions about indigenous arts. As a result, the participating teachers produced didactic material and sequences for their classrooms based on a decolonial perspective. We perceive that despite the lack of institutional support and academic information about indigenous history, the participating teachers displayed a profound interest in teaching indigenous culture to their students. Keywords: Law 11,645; Culture; Education; Teachers; Decolonization