Série-Estudos, v. 29, n. 65, jan./abr. 2024

• Editorial

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Artigos

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  Allan Rodrigues, Patrícia Baroni, Rafael Ferreira de Souza Honorato

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• Implications concerning the Cuiabá Test in the assessment process on teaching performance in Cuiabá, MT

  Jucileia Nascimento de Oliveira, Danilo Garcia da Silva

  269-286

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• Letters to inspire, to challenge and call to fight: afrocentricity on Geledés virtual platform

  Ricardo da Silva e Silva, Henrique Ferreira da Silva, Iara Tatiana Bonin

  3-25

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• Inclusive strategies in private schools in the ABC Region of São Paulo

  Nonato Assis de Miranda, Maria do Carmo Romeiro , Priscila Castro Garcia

  287-306

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• School management in the vulnerable context: managing data for social justice

  Alessandra Cristina Matheus de Paiva-Pereira , Marco Wandercil, Paulo Sérgio Garcia , Luís Lopes Nascimento

  307-333

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• Carolina goes to schools: producing anti-racist curriculum in the interior of Bahia

  Cleber Lúcio Sousa Santos, Núbia Regina Moreira, Talita Gomes

  27-48

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• A relational dynamic in the “afrocentramento” of the curriculum: for a policy of difference

  William de Goes Ribeiro, Diogo Silva Corrêa, Celma Fernandes Silvestre

  49-69

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• Bodies that fight... Bodies that exist... Bodies that register and write in difference, in education, in science, in the plateausletters, and in the anti-racistplateaus...

  Franklin Kaic Dutra-Pereira, Rafaela dos Santos Lima, Rafaela dos Santos Lima

  71-94

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• Teaching, curriculum and blackness: (re)existing paths of affection and dissent in literacy practice

  Patrícia Barros Soares Batista , Bruna D´Carlo Rodrigues de Oliveira Ribeiro, Ana Paula Campos Cavalcanti

  95-114

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• The construction of children's ethnic-racial identities in childhood education

  Edjane Oliveira Santos Batista, Lenilda Cordeiro de Macêdo, Eduardo Gomes Onofre

  115-137

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• Ethnic-racial relations: a look at the curriculum of Nature Sciences of Espírito Santo

  Tiêgo dos Santos Freitas, Dayvisson Luís Vittorazzi, Adriano Alves da Silveira

  139-156

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• Becoming an anti-racist teacher: effects of a literacy and literacy project in teacher training

  Luciana Rodrigues da Silva, Danilo Araujo de Oliveira

  157-178

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• From exclusion to training for inclusion in the context of education for ethnic-racial relations: autobiographical report

  Tatiana Cristina Vasconcelos, Thainara Patrícia Santos Silva

  179-198

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• Between memories and silences: rethinking afro-centered curricular issues in the post-colonial era

  Patricia Baroni, Helena Maria Cosi

  199-218

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• Ways to get ready at university: curricular writings and escrevivências

  Iris Verena Oliveira

  219-240

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• Geninha: trajectories of black women that inspire the practice of an Afro-centered curriculum

  Thaís Regina de Carvalho, Carol Lima de Carvalho, Sônia Santos Lima de Carvalho

  241-268

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