EDUCACIÓN ESCOLAR INDÍGENA: una mirada desde Freire, LDB y el Estatuto de los Pueblos Indígenas

A condição indígena no Brasil se apresenta atualmente de forma complicada. Tendo suas garantias constitucionais violadas, a existência desses povos tem sofrido sérios danos. A situação se torna mais complexa quando se olha para a Educação Escolar Indígena, cuja existência é garantida pela Constituição Federal e pela Lei 9.394/96. Este trabalho tem por objetivo analisar e discutir a revisão bibliográfica pertinente de modo a ampliar a produção de conhecimento sobre o tema. É uma pesquisa bibliográfica e analítica que justifica à medida em que há a constante necessidade de atualização das discussões deste tema, porque é pertinente dadas as reais condições em que os indígenas vivem no Brasil. Nossos resultados apontam que é dever do Estado garantir e propiciar os meios adequados para a formação e promoção da educação escolar indígena, sem no entanto compartilhar conflitos de interesses que coloquem em xeque a sobrevivência das formas de ser dos povos indígenas. Concluímos que a educação escolar indígena pode ser fornecida pelo Estado a partir da formação de professores e educadores das próprias comunidades indígenas, que, conhecendo sua realidade e a de seu povo, pode ajudar na transformação da realidade de seu povo. Palavras-chave: direitos; estado; educação escolar; povos indígenas.a. Habiendo violado sus garantías constitucionales, la existencia de estos pueblos ha sufrido graves daños. La situación se vuelve más compleja cuando se observa la educación escolar indígena, cuya existencia está garantizada por la Constitución Federal y la Ley 9.394 / 96. El objetivo de este trabajo es analizar y debatir la revisión bibliográfica pertinente para ampliar la producción de conocimiento sobre el tema. Es una investigación bibliográfica y analítica que lo justifica, ya que existe una necesidad constante de actualizar las discusiones sobre este tema, porque es pertinente dadas las condiciones reales en que viven los pueblos indígenas en Brasil. Nuestros resultados indican que es deber del Estado garantizar y proporcionar los medios adecuados para la formación y promoción de la educación escolar indígena, sin compartir conflictos de interés que pongan a prueba la supervivencia de las formas de ser de los pueblos indígenas. Concluimos que la educación escolar indígena puede ser proporcionada por el Estado a través de la capacitación de maestros y educadores de las propias comunidades indígenas, quienes, conociendo su realidad y la de su gente, pueden ayudar a transformar la realidad de su gente. Palabras clave: derechos; estado; enseñanza; Gente India.The indigenous condition in Brazil is currently complicated. Having their constitutional guarantees violated, the existence of these peoples has suffered serious damage. The situation becomes more complex when looking at Indigenous School Education, whose existence is guaranteed by the Federal Constitution and Law 9.394/96. This work aims to analyze and discuss the pertinent bibliographic review in order to expand the production of knowledge on the subject. It is a bibliographic and analytical research that justifies it as there is a constant need to update the discussions on this topic, because it is pertinent given the real conditions in which indigenous people live in Brazil. Our results indicate that it is the duty of the State to guarantee and provide adequate means for the formation and promotion of indigenous school education, without however sharing conflicts of interest that put in check the survival of indigenous peoples' ways of being. We conclude that indigenous school education can be provided by the State through the training of teachers and educators from the indigenous communities themselves, who, knowing their reality and that of their people, can help in transforming the reality of their people. Keywords: rights; state; schooling; indigenous people

THE RELATIONSHIP BETWEEN PHYSICS AND MATHEMATICS: A THEORETICAL-METHODOLOGICAL APPROACH

This article aims to analyze the teaching of Physics and Mathematics with a theoretical-methodological and historical basis based on materials intended to investigate the relationship between these two fields of study (KARAM, 2007; 2009; 2015). It is noted that in many cases Physics is taught seeking only the direct application of mathematical "formulas", without adequately explaining the real context of the problem, much less the physical explanation of the use of these equations (MOREIRA, 2017; 2021a; 2021b ). Such a phenomenon leads the student to not understand the need to study Physics in a context in which he is already studying Mathematics. For this reason, this work presents, with some examples and through a qualitative methodology, how these subjects are related and how they can be thought of for high school, to at least try to promote the teaching-learning process of these subjects, they are important for the critical and logical training of students to act in the modern world.O presente artigo tem como objetivo analisar o ensino de Física e Matemática com embasamento teórico-metodológico e histórico a partir de materiais voltados à pesquisa da relação entre esses dois campos de estudo (KARAM, 2007; 2009; 2015). Percebe-se que em muitos casos a Física é ensinada visando apenas a aplicação direta de “fórmulas” matemáticas, sem que o contexto real do problema, muito menos a explicação física da utilização dessas equações, sejam devidamente explicados (MOREIRA, 2017; 2021a; 2021b). Tal fenômeno leva o estudante a não entender a necessidade de estudar Física em um contexto em que eles já estudam Matemática. Por esse motivo, apresenta-se neste trabalho, com alguns exemplos e por meio de uma metodologia qualitativa, como que tais disciplinas possuem relações e como podem ser pensadas para o ensino médio, para ao menos tentar promover o processo de ensino-aprendizagem dessas matérias, que são importantes para a formação crítica e lógica dos estudantes para atuarem no mundo moderno.Este artículo tiene como objetivo analizar la enseñanza de la Física y las Matemáticas con una base teórico-metodológica e histórica a partir de materiales destinados a investigar la relación entre estos dos campos de estudio (KARAM, 2007; 2009; 2015). Se advierte que en muchos casos la Física se enseña buscando únicamente la aplicación directa de “fórmulas” matemáticas, sin que se explique adecuadamente el contexto real del problema y mucho menos la explicación física del uso de estas ecuaciones (MOREIRA, 2017; 2021a; 2021b). Tal fenómeno lleva al estudiante a no comprender la necesidad de estudiar Física en un contexto en el que ya estudia Matemáticas. Por ello, este trabajo presenta, con algunos ejemplos y a través de una metodología cualitativa, cómo dichas materias se relacionan y cómo pueden ser pensadas para el bachillerato, para al menos tratar de promover el proceso de enseñanza-aprendizaje de estas materias, son importantes para la formación crítica y lógica de los estudiantes para actuar en el mundo moderno

Estudo de viabilidade para implantação da empresa júnior do curso de administração na UEMASUL do campus Açailândia-MA

Uma Empresa Júnior é uma organização multidisciplinar sem fins lucrativos, gerida por acadêmicos de cursos de graduação vinculada à universidade, que visa promover, a partir das atividades desenvolvidas, a experiência de mercado por meio de serviços de qualidade a um baixo custo, como também contribuir com o desenvolvimento do empreendedorismo e economia do país. O estudo de viabilidade de implementação de uma Empresa Júnior no curso de Administração da UEMASUL-campus Açailândia surgiu com um grupo de alunos durante a disciplina de Elaboração e Análise de Projetos, visando a vivência prática e desenvolvimento de competências na área de atuação. Após aplicação de questionários e visitas exploratórias, o estudo foi validado sendo de grande relevância a implantação da Empresa Júnior tanto por fomentar a extensão do desenvolvimento profissional dos acadêmicos como também beneficiar a economia local

The Fourteenth Data Release of the Sloan Digital Sky Survey: First Spectroscopic Data from the extended Baryon Oscillation Spectroscopic Survey and from the second phase of the Apache Point Observatory Galactic Evolution Experiment

The fourth generation of the Sloan Digital Sky Survey (SDSS-IV) has been in operation since July 2014. This paper describes the second data release from this phase, and the fourteenth from SDSS overall (making this, Data Release Fourteen or DR14). This release makes public data taken by SDSS-IV in its first two years of operation (July 2014-2016). Like all previous SDSS releases, DR14 is cumulative, including the most recent reductions and calibrations of all data taken by SDSS since the first phase began operations in 2000. New in DR14 is the first public release of data from the extended Baryon Oscillation Spectroscopic Survey (eBOSS); the first data from the second phase of the Apache Point Observatory (APO) Galactic Evolution Experiment (APOGEE-2), including stellar parameter estimates from an innovative data driven machine learning algorithm known as "The Cannon"; and almost twice as many data cubes from the Mapping Nearby Galaxies at APO (MaNGA) survey as were in the previous release (N = 2812 in total). This paper describes the location and format of the publicly available data from SDSS-IV surveys. We provide references to the important technical papers describing how these data have been taken (both targeting and observation details) and processed for scientific use. The SDSS website (www.sdss.org) has been updated for this release, and provides links to data downloads, as well as tutorials and examples of data use. SDSS-IV is planning to continue to collect astronomical data until 2020, and will be followed by SDSS-V.Comment: SDSS-IV collaboration alphabetical author data release paper. DR14 happened on 31st July 2017. 19 pages, 5 figures. Accepted by ApJS on 28th Nov 2017 (this is the "post-print" and "post-proofs" version; minor corrections only from v1, and most of errors found in proofs corrected

A Roadmap for HEP Software and Computing R&D for the 2020s

Particle physics has an ambitious and broad experimental programme for the coming decades. This programme requires large investments in detector hardware, either to build new facilities and experiments, or to upgrade existing ones. Similarly, it requires commensurate investment in the R&D of software to acquire, manage, process, and analyse the shear amounts of data to be recorded. In planning for the HL-LHC in particular, it is critical that all of the collaborating stakeholders agree on the software goals and priorities, and that the efforts complement each other. In this spirit, this white paper describes the R&D activities required to prepare for this software upgrade.Peer reviewe

Sloan Digital Sky Survey IV: mapping the Milky Way, nearby galaxies, and the distant universe

We describe the Sloan Digital Sky Survey IV (SDSS-IV), a project encompassing three major spectroscopic programs. The Apache Point Observatory Galactic Evolution Experiment 2 (APOGEE-2) is observing hundreds of thousands of Milky Way stars at high resolution and high signal-to-noise ratios in the near-infrared. The Mapping Nearby Galaxies at Apache Point Observatory (MaNGA) survey is obtaining spatially resolved spectroscopy for thousands of nearby galaxies (median ). The extended Baryon Oscillation Spectroscopic Survey (eBOSS) is mapping the galaxy, quasar, and neutral gas distributions between and 3.5 to constrain cosmology using baryon acoustic oscillations, redshift space distortions, and the shape of the power spectrum. Within eBOSS, we are conducting two major subprograms: the SPectroscopic IDentification of eROSITA Sources (SPIDERS), investigating X-ray AGNs and galaxies in X-ray clusters, and the Time Domain Spectroscopic Survey (TDSS), obtaining spectra of variable sources. All programs use the 2.5 m Sloan Foundation Telescope at the Apache Point Observatory; observations there began in Summer 2014. APOGEE-2 also operates a second near-infrared spectrograph at the 2.5 m du Pont Telescope at Las Campanas Observatory, with observations beginning in early 2017. Observations at both facilities are scheduled to continue through 2020. In keeping with previous SDSS policy, SDSS-IV provides regularly scheduled public data releases; the first one, Data Release 13, was made available in 2016 July

Sloan Digital Sky Survey IV: Mapping the Milky Way, Nearby Galaxies, and the Distant Universe

We describe the Sloan Digital Sky Survey IV (SDSS-IV), a project encompassing three major spectroscopic programs. The Apache Point Observatory Galactic Evolution Experiment 2 (APOGEE-2) is observing hundreds of thousands of Milky Way stars at high resolution and high signal-to-noise ratios in the near-infrared. The Mapping Nearby Galaxies at Apache Point Observatory (MaNGA) survey is obtaining spatially resolved spectroscopy for thousands of nearby galaxies (median $z\sim 0.03$). The extended Baryon Oscillation Spectroscopic Survey (eBOSS) is mapping the galaxy, quasar, and neutral gas distributions between $z\sim 0.6$ and 3.5 to constrain cosmology using baryon acoustic oscillations, redshift space distortions, and the shape of the power spectrum. Within eBOSS, we are conducting two major subprograms: the SPectroscopic IDentification of eROSITA Sources (SPIDERS), investigating X-ray AGNs and galaxies in X-ray clusters, and the Time Domain Spectroscopic Survey (TDSS), obtaining spectra of variable sources. All programs use the 2.5 m Sloan Foundation Telescope at the Apache Point Observatory; observations there began in Summer 2014. APOGEE-2 also operates a second near-infrared spectrograph at the 2.5 m du Pont Telescope at Las Campanas Observatory, with observations beginning in early 2017. Observations at both facilities are scheduled to continue through 2020. In keeping with previous SDSS policy, SDSS-IV provides regularly scheduled public data releases; the first one, Data Release 13, was made available in 2016 July

Sloan Digital Sky Survey IV : mapping the Milky Way, nearby galaxies, and the distant universe

We describe the Sloan Digital Sky Survey IV (SDSS-IV), a project encompassing three major spectroscopic programs. The Apache Point Observatory Galactic Evolution Experiment 2 (APOGEE-2) is observing hundreds of thousands of Milky Way stars at high resolution and high signal-to-noise ratios in the near-infrared. The Mapping Nearby Galaxies at Apache Point Observatory (MaNGA) survey is obtaining spatially resolved spectroscopy for thousands of nearby galaxies (median z ~ 0.03). The extended Baryon Oscillation Spectroscopic Survey (eBOSS) is mapping the galaxy, quasar, and neutral gas distributions between z ~ 0.6 and 3.5 to constrain cosmology using baryon acoustic oscillations, redshift space distortions, and the shape of the power spectrum. Within eBOSS, we are conducting two major subprograms: the SPectroscopic IDentification of eROSITA Sources (SPIDERS), investigating X-ray AGNs and galaxies in X-ray clusters, and the Time Domain Spectroscopic Survey (TDSS), obtaining spectra of variable sources. All programs use the 2.5 m Sloan Foundation Telescope at the Apache Point Observatory; observations there began in Summer 2014. APOGEE-2 also operates a second near-infrared spectrograph at the 2.5 m du Pont Telescope at Las Campanas Observatory, with observations beginning in early 2017. Observations at both facilities are scheduled to continue through 2020. In keeping with previous SDSS policy, SDSS-IV provides regularly scheduled public data releases; the first one, Data Release 13, was made available in 2016 July