The Latin American School on Education and the Cognitive and Neural Sciences: Goals and challenges

2014 ◽  
Vol 3 (1) ◽  
pp. 1-3 ◽  
Author(s):  
John T. Bruer
Keyword(s):  
Latin American ◽  
American School

scholarly journals Latin American School is looking for pedagogical leaders

Educar ◽  
2011 ◽  
Vol 47 (2) ◽  
pp. 327
Author(s):  
Denise Vaillant
Keyword(s):  
Latin American ◽  
American School

scholarly journals Latin American Thinking in International Relations Reloaded

OASIS ◽  
2016 ◽  
pp. 53 ◽  
Author(s):  
Florent Frasson-Quenoz
Keyword(s):  
United States ◽  
International Relations ◽  
Latin American ◽  
The United States ◽  
Global South ◽  
American School ◽  
Terra Incognita ◽  
The Status ◽  
Simple Question ◽  
The Subject

In the midst of uncertainty –generated by the narratives of the decline of the United States– academics are looking for answers and cerebral stimulus in the heart of the academic Terra Incognita that is the “Global South”. Building on this interpretation, I formulate a simple question: Does a Latin American school of thought exist in International Relations? In order to respond to this question I will propose a model that will allow for an assessment of the existence of a Latin American school of thought in International Relations. Additionally, this model will enable me to distance myself from the air du temps; that is, to celebrate the existence of a school of thought before even being certain that it actually exists. For sure, the assessment done here will only stand as a first attempt, and is in no way exhaustive. Nonetheless, it will allow me, firstly, to demonstrate that the eagerness to promote any kind of academic proposal to the status of “school” is detrimental to the central goal of generating knowledge and, second, to stimulate others to think about the subject along the same lines.

Maria é Conceição: decolonizando a educação patrimonial na escola

2019 ◽  
Vol 4 (6) ◽  
pp. 68
Author(s):  
Lúcio Geller Jr.
Keyword(s):  
Elementary Education ◽  
Latin American ◽  
Rio Grande ◽  
Education History ◽  
State School ◽  
Rio Grande Do Sul ◽  
Porto Alegre ◽  
American School ◽  
The Past ◽  
Heritage Education

Este artigo explora a ação educativa realizada na Escola Estadual de Ensino Fundamental Santa Luzia, Porto Alegre, Rio Grande do Sul, desenvolvida na disciplina de Estágio de Docência em História – Educação Patrimonial, do Curso de História da UFRGS em 2018. A ação teve como objetivo observar e discutir as mudanças e permanências no espaço-tempo da Vila Maria da Conceição e as noções de documento/monumento e de fontes para a História, que possibilitam construir narrativas sobre o passado. O referencial da proposta provém dos(as) autores(as) da escola de pensamento latino-americana dos “estudos decoloniais”. Através da decolonialidade busca-se perceber como os valores e processos que basearam a construção das práticas e narrativas da ação podem configurar uma desconstrução epistêmica.Palavras-chave: Patrimônio, Educação Patrimonial, Identidade, Decolonialidade.AbstractThis article describes an educational action carried out at Santa Luzia State School of Elementary Education, Porto Alegre, Rio Grande do Sul, developed in the discipline of Teaching Internship in History - Heritage Education, History Course of UFRGS in 2018. The purpose of the action was to observe and discuss the changes and permanence in the space-time of Vila Maria da Conceição and the notions of document / monument and sources for history, which make it possible to construct narratives about the past. The framework of the proposal comes from the actors of the Latin American school of thought of “decolonial studies”. Through decoloniality we seek to understand how the values and processes that underlie the construction of action practices and narratives can configure an epistemic deconstruction.Keywords: Patrimony, Patrimonial education, Identity, Decoloniality.

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