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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 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 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.)

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 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 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 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.)

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

Copyright of Revista Arqueologia Pública is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos 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 Ciência & Trópico (03042685) is the property of Fundacao Joaquim Nabuco 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.)