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In this paper we intend to reflect on the Brazilian graduate regarding to two major challenges: the integration of teaching, research and extension and the need for other forms of knowledge production. Initially, we point out that the hegemony of the settler in a given conception of science and knowledge production is a problem limiting and often invalidate the relations or articulations of graduate with teaching and extension. From this, we argue about the need to think of the knowledge produced in the graduate program in addition to the reduced sphere of cognitive-instrumental rationality of modern science seeking other forms of knowledge production that communicate or establish exchanges with the scientific. [ABSTRACT FROM AUTHOR]

In this paper we intend to reflect on the Brazilian graduate regarding to two major challenges: the integration of teaching, research and extension and the need for other forms of knowledge production. Initially, we point out that the hegemony of the settler in a given conception of science and knowledge production is a problem limiting and often invalidate the relations or articulations of graduate with teaching and extension. From this, we argue about the need to think of the knowledge produced in the graduate program in addition to the reduced sphere of cognitive-instrumental rationality of modern science seeking other forms of knowledge production that communicate or establish exchanges with the scientific. [ABSTRACT FROM AUTHOR]

The emergence of a number of imaging technologies has intensified the circulation of photographic images in different media vehicles. In this context, the photographic images are of fundamental importance for increasingly making present in the life of society, requiring that individuals know the best way to deal with them, in other words, who can decode them and interpret them. Faced with this reality, our goal in this article is to perform a theoretical discussion about the importance of the images currently have in society and in the educational processes. It is considered the school as an institution that, given the significance of visual culture today, can promote reflections on photography, which are capable of generating literacy in that language, through, for example, the teaching of geography. [ABSTRACT FROM AUTHOR]