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This paper interrogates the extent to which imaginaries of climate and ecological breakdown attend to the memories, knowledges, and experiences of communities already impacted by histories of racism, colonialism, and poverty. Drawing on insights from Black studies and decolonial thinking, the article reflects on how the causes and effects of anthropogenic climate change can be mapped onto geographies of racialised violence and social dispossession. Specific emphasis is given to Rio de Janeiro, notably its port area, a geographical space where future-oriented narratives remain oblivious to the city's history of anti-Black violence and Indigenous genocide. In parallel, the paper looks at the recently built Museum of Tomorrow and its public representations of the Anthropocene. Overall, the article contends that pluralising accounts of the Anthropocene might offer alternative epistemic entry points for understanding and interrupting the mounting ecological catastrophe. [ABSTRACT FROM AUTHOR]

In the majority of Brazilian public schools, poverty and social injustice prevail. Most students come from disadvantaged realities, and their future seems to be already defined by a lack of social mobility, exclusion from civil rights, and violence—a situation that has worsened with the global pandemic. Rooted in ethnographic research in public schools in the municipality of Rio de Janeiro, this paper explores the role of pedagogies of care in creating alternative, possible, and preferable narratives about the future of these students. By using the metaphor of "school as soil", the study identifies care in four dimensions: time, heterogeneity, mattering, and fertility. It draws on 12 semi-structured interviews with teachers from eight different public schools that were part of a larger doctoral project. By researching school as soil, we examine how pedagogies of care encourage teachers' speculation about preferable imaginaries for the future of their students. Results show that despite precarious resources and scarce institutional support, pedagogies of care appear in multiple reported situations, aiming to inspire learning processes, give voice and agency to the socially marginalized, and allow for ways of thinking that offer alternatives to the seemingly ubiquitous oppressive relations. [ABSTRACT FROM AUTHOR]

When, in 1822, Brazil declared its independence from Portugal, its vast territory was little known by the central government in Rio de Janeiro. There was a great need to create reliable maps that would delineate the new country's boundaries. This paper aims to show how a practical application of astronomy, specifically geodesy, was vital in the efforts to build the nation. We follow the professional life of an astronomer, Luis Cruls, director of the National Observatory, professor at the Military School and chief researcher of several expeditions, to discuss the strength of geodesic and cartographic activities in Brazil at the end of the 19th century. [ABSTRACT FROM AUTHOR]