<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2023000300125</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2023.53.3.584</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação Intercultural Indígena na Universidade Federal de Goiás: escolas indígenas e o papel dos temas contextuais nas escolas indígenas]]></article-title>
<article-title xml:lang="en"><![CDATA[Indigenous Intercultural Education at the Federal University of Goiás: Indigenous Schools and the Role of Contextual Themes in Indigenous Schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nazareno]]></surname>
<given-names><![CDATA[Elias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meneses]]></surname>
<given-names><![CDATA[Maria Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Federal de Goiás Facultad de Historia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Coimbra Centro de Estudios Sociales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mozambique</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>53</volume>
<numero>3</numero>
<fpage>125</fpage>
<lpage>155</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2023000300125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2023000300125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2023000300125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A partir de início do século XXI, a educação escolar indígena no Brasil alcançou resultados significativos quer em termos de inclusão das populações indígenas nas universidades públicas brasileiras, quer da constituição de processos próprios de aprendizagem para os povos indígenas. O objetivo deste artigo é demonstrar como vêm sendo construídas, no curso de licenciatura em Educação Intercultural Indígena da Universidade Federal de Goiás, desde sua criação, em 2007, por meio de Temas Contextuais, novas matrizes curriculares para a educação escolar indígena. Tomando como referência as experiências de orientação no estágio pedagógico com o povo indígena Javaé, este artigo apresenta as experiências que estão sendo organizadas, principalmente por meio da metodologia dos temas contextuais, no referido curso. Os resultados demonstraram que grande parte dos temas utilizados nos estágios espelham a necessidade de responder a problemas específicos trazidos pela sociedade, bem como pela retomada e pelo fortalecimento de conhecimentos vitais para o povo indígena Javaé.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Brazil, from the beginning of the XXI century Indigenous school education has achieved significant results both in terms of the inclusion of indigenous populations in Brazilian public universities and in the constitution of specific learning processes for indigenous peoples. The purpose of this article is to illustrate how, since its creation in 2007, new epistemological bases for indigenous school education have been built into the degree in Indigenous Intercultural Education at the Federal University of Goiás - UFG. Having as a reference the pedagogical experiences with the Javaé indigenous people, this article presents the experiences being organized, with an emphasis on the internship activities, as a part of the program. The results achieve reveal that most of the topics tackled and debated in the internships reflect the urgency to respond to specific problems brought up by society, as well as the renewal of aspects vital for their survival as indigenous people.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação intercultural indígena]]></kwd>
<kwd lng="pt"><![CDATA[políticas de formação]]></kwd>
<kwd lng="pt"><![CDATA[novas bases epistemológicas]]></kwd>
<kwd lng="en"><![CDATA[indigenous intercultural education]]></kwd>
<kwd lng="en"><![CDATA[training policies]]></kwd>
<kwd lng="en"><![CDATA[new epistemological bases]]></kwd>
</kwd-group>
</article-meta>
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