Abstract This article investigates Brazilian Foreign Policy (PEB) concerning gender policies in the early years of the Bolsonaro government. It reviews the conceptual frameworks of PEB and gender from feminist epistemologies. It employs Bardin’s (1977) proposed Content Analysis (CA) method to analyze an unstructured corpus of 65 official speeches. The findings suggest significant institutional ruptures within the “new PEB” between 2019 and 2021. The fight against “gender ideology” marks the neoconservative repositioning of Brazil on domestic and international fronts – particularly regarding gender, sexuality, and human rights policies.

Resumen El artículo investiga la Política Exterior Brasilera (PEB) de los primeros años del gobierno Bolsonaro con relación a las políticas de género y realiza una revisión de los marcos conceptuales de la PEB y de género a partir de las epistemologías feministas. Se utiliza la metodología del Análisis de Contenido (AC), a partir de la propuesta de Bardin (1977) para analizar un corpus textual en un conjunto de 65 discursos oficiales. Se encuentran evidencias que apuntan significativas rupturas institucionales de la “nueva PEB”, entre 2019 y 2021. El combate a la “ideología de género” marca el reposicionamiento neoconservador de Brasil en los planos doméstico e internacional, especialmente en relación con las políticas de género, sexualidad y derechos humanos.

Résumé Cet article examine la Politique Étrangère Brésilienne (PEB) au cours des premières années du gouvernement Bolsonaro en ce qui concerne les politiques de genre, et propose une révision des cadres conceptuels de la PEB et du genre à partir des épistémologies féministes. L’article utilise la méthodologie de l’Analyse de Contenu (AC), telle que proposée par Bardin (1977), pour analyser un corpus textuel non structuré de 65 discours officiels. Des preuves sont identifiées, indiquant des ruptures institutionnelles significatives dans la «nouvelle PEB», entre 2019 et 2021. La lutte contre «l’idéologie de genre» marque le repositionnement néoconservateur du Brésil sur les scènes nationale et internationale, notamment en ce qui concerne les politiques de genre, de sexualité et des droits humains.

Resumo O artigo investiga a Política Externa Brasileira (PEB) dos primeiros anos do governo Bolsonaro com relação às políticas de gênero e realiza uma revisão dos marcos conceituais da PEB e de gênero a partir das epistemologias feministas. Utiliza a metodologia da Análise de Conteúdo (AC), conforme proposta por Bardin (1977), para analisar um corpus textual não estruturado de 65 discursos oficiais. Encontra evidências que apontam significativas rupturas institucionais da “nova PEB”, entre 2019 e 2021. O combate à “ideologia de gênero” marca o reposicionamento neoconservador do Brasil nos planos doméstico e internacional, notadamente em relação às políticas de gênero, sexualidade e direitos humanos.

In social identity theory, the in-Christ identity is understood as primarily a socially directed process in which people categorise themselves relative to other groups. Intergroup behaviour would cause them to discriminate against the so-called 'outgroup', favouring the so-called 'ingroup'. Although social identity complexity theory has moved beyond single ingroup-outgroup categorisation, it is a question if social identity theories can fully account for the in-Christ identity, especially within an African context. In African religious identity, identity is linked to both the community and the ruling deities, which are perceived to be real entities that intervene in human affairs and identity, presupposing a supernaturalistic epistemology. CONTRIBUTION: In this contribution, the naturalistic epistemological underpinnings of social identity theories are reconsidered in light of a supernatural aspect that is argued to be constitutive of the 1st century in-Christ identity as well as the African Christian identity. Amid current approaches to the in-Christ identity, which is mainly a Pauline concept, some of the main Pauline texts that have bearing on the in-Christ identity are revisited in light of current theories and epistemologies on identity.

The production of knowledge should be premised on the inclusion of all epistemologies to provide possibilities to build a more just world. However, knowledge production, as we have it today, is premised on Western epistemology which is used to distil other knowledges before they could be accepted as legitimate. This approach stifles possibilities to find different ways of knowing that could contribute to imagining the world anew. There is a need, therefore, to unthink the West such that we find other ways to understand the world. The article helps in unthinking the West to allow an authentic understanding of the indigenous people of South Africa. I argue that the ontology of AmaZulu - one of the indigenous groups in South Africa - is an ethic-orientated ontology that is expressed through the concept of ukukhonza - a process where one surrenders their identity in order to belong to the group (this can also refer to worship). In ukukhonza, the surrendering of one's identity is to ensure harmonious living centred on a common identity that is unified by the principles of ubuntu. Drawing on the nuances of ukukhonza, this article argues that the ontology of AmaZulu is centred on respecting life in its different forms because it is believed that everything is interconnected. This understanding of life provides a different conceptualisation of God which anchors the religion that is practised everyday such that doing good is inescapable. This is an ethic-oriented ontology which when brought forth in its authentic form can address the many ills of modern society. CONTRIBUTION: This is the conceptual article that contributes to rethinking religion from an African perspective to provide a possibility of an ethic-centred society that can inform the new ways of being in the world.

Working towards reconciliation, the undoing of structural inequalities and segregation often means transforming 'white spaces' into less white spaces, including but not restricted to Christian communities. However, it is often overlooked that greater representation of people of colour does not automatically challenge the epistemic authority that tends to rest with white people and/or Eurocentric knowledge systems. This was the backdrop of a study carried out in a multi-'racial' South African congregation. The purpose was to understand how white people conceptualised and worked for reconciliation in a context they were culturally dominating. A constructivist grounded theory approach was used to generate and analyse data through ethnographic methods and relationship-based learning of isiXhosa. This article presents the problem identified - the 'coloniality of knowledge' in 'reconciling' Christian communities. To challenge it and to render theologising more relevant in the intercultural contact zone, several concrete suggestions are subsequently made. They are focussed on creating environments favourable to embracing cultural-linguistic differences and to harnessing them for increased gospel relevance and epistemic equality. The value and the cost of such transformation will be discussed in the end with reference to the South African context. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: Seeking relationships on the terms of the 'other' enables more profound ways of sharing different experiences of the gospel. This approach of decolonising theology can increase cultural and epistemic justice with implications for practical and systematic theology, mission and reconciliation studies, and research in general in cross-cultural settings

In the historical and current transformation discourses in South Africa and Namibia, the concept of decolonisation is no longer a mere abstract concept. Decolonisation is now a fundamental policy and regulatory imperative that is heavily centred on, among other things, the land question and debates around the historical as well as present-day use of indigenous cheap and unskilled labour in underpaid sectors of industry -particularly the mining sector. During the colonial era, as the mining industries in South Africa and Namibia expanded, a substantial number of migrant labourers and local workers entered the mines. To safeguard these mineworkers' legal rights, labour laws were passed. Despite the implementation of such labour laws, regular strikes were a feature of the mining industries in South Africa and Namibia at the time. In the post-colonial dispensation, the South African mining industry has been characterised by numerous strike actions, while in Namibia, widespread dissatisfaction with working conditions has been noted. This raises the question of whether or not South Africa and Namibia have made progress in defending mineworkers' labour rights. This question is critical when viewed through the lens of a post-colonial society governed by a constitutionalised labour law framework. While there has arguably been a noticeable improvement in mineworkers' employment conditions, labour-related inequities continue to characterise the mining industries in South Africa and Namibia in the post-colonial era. Profiteering, capitalism, safeguarding the security of tenure of foreign mining corporations, and the persistent need to ensure the ease of doing business in the mining sector appear to take precedence over defending mineworkers' rights. Thus, this article explores the labour rights discourse developed by South African and Namibian mineworkers, as well as the applicable labour legislation. A strong case is made for reconsidering the extent to which South African and Namibian labour laws have been decolonised. This is done in a manner that is attentive to investment security and sustainable growth of the mining sector in the two countries as well as the realisation of African mineworkers' fundamental labour rights.

ABSTRACT This article analyzes the indigenous movement in Nayarit, Mexico and examines some of the resistance struggles produced by the original peoples that make up this movement, addressing as well its counter-hegemonic capacity building to confront the domination of capitalist-colonial-heteropatriarchal modernity. The present work finds that the articulation of this social movement allows for recovering, updating and enhancing ontological and epistemological elements that have persisted over centuries and which remain, albeit reconfigured, as fully contemporary. The work is based on the theory of the epistemologies of the South, proposed by Boaventura de Sousa Santos, particularly in the operation of the sociology of emergencies. The analysis was carried out based on a bibliographic investigation and the analysis of pronouncements, as well as conversations, speeches, journalistic notes and interviews.

RÉSUMÉ Cet article analyse le mouvement indigène à Nayarit, au Mexique, en abordant quelques-unes des luttes de résistance menées par les peuples originels qui composent ce mouvement, ainsi que la création de capacités contre-hégémoniques pour faire face à la domination de la modernité capitaliste-coloniale-hétéro-patriarcal. On conclut que l’articulation de ce mouvement social permet de récupérer, mettre à jour et améliorer des éléments ontologiques et épistémologiques qui ont persisté au fil des siècles et qui restent, reconfigurés, comme pleinement contemporains. Cette étude s’appuie sur la théorie des épistémologies du Sud, proposée par Boaventura de Sousa Santos, notamment par l’opération de la sociologie des urgences. Elle a été réalisée à partir d’une enquête bibliographique et de l’analyse de manifestes, ainsi que de tables rondes, de discours, de notes journalistiques et d’entretiens.

RESUMEN Este artículo analiza el movimiento indígena en Nayarit, México, abordando algunas de las luchas de resistencia producidas por los pueblos originarios que conforman este movimiento, así como la creación de capacidades contrahegemónicas para enfrentar la dominación de la modernidad capitalista-colonial-heteropatriarcal. Se concluye que la articulación de este movimiento social, permite recuperar, actualizar y potenciar elementos ontológicos y epistemológicos que han persistido a lo largo de siglos y que se mantienen, reconfigurados, como plenamente contemporáneos. Este estudio se basa en la teoría de las epistemologías del Sur, propuesta por Boaventura de Sousa Santos, particularmente en la operación de la sociología de las emergencias. El trabajo se efectuó a partir de una investigación bibliográfica y del análisis de pronunciamientos, así como de mesas redondas, discursos, notas periodísticas y entrevistas.

RESUMO Para além dos aspectos climáticos e ambientais, o Antropoceno configura também uma época de esgotamento dos modelos clássicos de imaginação política do Ocidente. O objetivo do presente artigo é apresentar um panorama da produção intelectual contemporânea sobre o Antropoceno e as Ciências Humanas e, nessa perspectiva, analisar as potencialidades do regime de historicidade cosmo-histórico para a produção de uma história mais centrífuga, múltipla e atenta aos silenciamentos impostos pela modernidade ocidental. Nesse sentido, corroboramos o argumento de que a Cosmo-história é capaz não apenas de dar voz a outras subjetividades, mas de incorporar princípios epistemológicos não antropocêntricos à sua prática metodológica, configurando uma teoria simétrica da história, que reconhece uma pluralidade irredutível de experiências de historicidade enquanto parte ativa da produção do conhecimento. ambientais Ocidente perspectiva cosmohistórico cosmo histórico centrífuga ocidental sentido Cosmohistória Cosmo subjetividades metodológica conhecimento

RESUMEN Más allá de los aspectos climáticos, el Antropoceno configura también una época de agotamiento de los modelos clásicos de imaginación política de Occidente. El objetivo del presente artículo es presentar un panorama de producción intelectual contemporánea sobre el Antropoceno y las Ciencias Humanas, y, en esa perspectiva analizar las potencialidades del régimen de historicidad cosmo-histórico para la producción de una historia más centrífuga, múltiple y atenta a los silencios impuestos por la modernidad occidental. En este sentido, corroboramos el argumento de que la cosmohistoria es capaz no sólo de dar voz a otras subjetividades, pero también de incorporar principios epistemológicos no antropocéntricos a su práctica metodológica, configurando una teoría simétrica de la historia, que reconoce una pluralidad irreductible de experiencias de historicidad como parte activa de la producción del conocimiento. climáticos Occidente Humanas cosmohistórico cosmo histórico centrífuga occidental sentido subjetividades metodológica conocimiento

ABSTRACT In addition to its climatic and environmental features, the Anthropocene is also a time characterized by an exhaustion of classical models of Western political imagination. This article presents an overview of the contemporary scholarship on the Anthropocene and the Human Sciences, and analyzes the potentialities of a cosmohistorical regime of historicity for producing historical narratives that are more centrifugal, multiple, and attentive to the silences imposed by Western modernity. In this sense, this article supports the argument that Cosmo History is capable not only of giving voice to other subjectivities, but also of incorporating non-anthropocentric epistemological principles into its methodological practice, configuring a symmetrical theory of history that recognizes an irreducible plurality of experiences of historicity as an active part of the production of knowledge. features imagination Sciences centrifugal multiple modernity sense subjectivities nonanthropocentric non anthropocentric practice knowledge

Resumen En un contexto globalizado, la internacionalización de la educación superior representa una demanda para las universidades de todo el mundo y recibe interpretaciones diversas de acuerdo con su contexto de aplicación. Por este motivo, el presente artículo se propone analizar las condiciones para la internacionalización de la educación superior en la carrera de Ciencias de la Educación de la Universidad Nacional de Rosario, Argentina, en cuanto al conocimiento de idiomas. Para cumplimentar este objetivo, a través de un diseño cualitativo, se implementó un cuestionario dirigido a la población estudiantil de dicha carrera y se realizó un análisis documental tanto del plan de estudios como de los programas de las cátedras que lo componen, a fin de obtener una comprensión más cabal del fenómeno de la internacionalización de la educación superior en la carrera, en atención al lugar que se le otorga al conocimiento de lenguas extranjeras en la formación de personas docentes e investigadoras en la carrera de Ciencias de la Educación. En cuanto al análisis de los datos, este se enmarca en la teoría fundamentada. Los resultados obtenidos indican, por un lado, una marcada presencia de autoría extranjera en los programas analizados, lo cual revela un privilegio de epistemologías foráneas en la carrera de Ciencias de la Educación y, por otro lado, se destaca la relevancia de aprender idiomas para acceder a estos textos, así como a distintos programas de movilidad y becas en el extranjero propuestas por la universidad y por diversos organismos internacionales. De estos resultados se desprende la recomendación de incluir al menos dos niveles de una lengua extranjera a elección.

Abstract In a globalized context, the internationalization of higher education not only represents a worldwide demand for universities but also receives numerous interpretations according to the context of its application. Hence, this article aims to analyze the conditions for internationalization of higher education in the degree of Educational Sciences of the National University of Rosario, Argentina, focusing on foreign language learning. Seeking to fulfill this objective, the authors implemented, through a qualitative design, a questionnaire addressed to the student population of that degree. Moreover, they held a documentary analysis of the syllabus of the degree as well as the syllabi of the subjects that are part of it intending to obtain a better comprehension of the internationalization of higher education phenomenon in the career, focusing on the place given to learning foreign languages in training teachers and researchers in the degree of Educational Sciences. Regarding data analysis, it is framed within a grounded theory. The results indicate, on one side, a notorious presence of foreign authors in the analyzed syllabi revealing a privilege of foreign epistemologies in the degree of Educational Sciences and, on the other side, it is highlighted the relevance of learning foreign languages to have access to texts as well as different mobility programs and scholarships abroad proposed by the university and different international agencies.

Resumen El propósito del trabajo es exponer las reflexiones epistemológicas hechas por investigadores que integran un grupo interdisciplinario y que elaboran un diagnóstico durante la primera fase de una investigación acción participativa (IAP). El proyecto se centra en la atención a la salud integral de cuatro comunidades en estado de alta y muy alta marginación, ubicadas en la Meseta Comiteca-Tojolabal, Chiapas, México, durante el periodo 2021-2022. Este artículo, de corte cualitativo, descriptivo y reflexivo-crítico, permite repensar la investigación fundada en las relaciones lineales. Se entiende que, una filosofía de la educación transdisciplinar, delinea una praxis compleja que genera transformaciones sociales. Primero, se define el método de IAP y sus desafíos. Luego, se exponen los retos experimentados por los investigadores, desde que planean acciones para atender a las solicitudes de la convocatoria emitida por el Consejo Nacional de Ciencia y Tecnología (CONACYT), hasta el momento de una segunda reflexividad en el que, en términos de Giddens (2011), comprenden lo que hicieron en tanto hicieron. Los principales resultados revelan que el acercamiento y diálogo constante entre el cuerpo de investigadores y de éstos con las comunidades, genera sensibilidad intercultural cuando coexisten diferentes epistemologías y formas plurales de entenderlas. Lo anterior, favorece a la proyección de diversas estrategias metodológicas, que tejen esfuerzos a favor del bienestar comunitario y permite que el investigador asuma una actitud socialmente responsable.

Abstract The purpose of this work is to expose the epistemological reflections provided by the researchers who form an interdisciplinary group and establish a diagnosis during the first phase of participatory and action research (PAR). The project focuses on comprehensive health care in four communities with high and very high marginalization rates, located in the Comiteca-Tojolabal Planeau, Chiapas, Mexico, during the 2021-2022 cycle. This article develops a qualitative, descriptive, and critical reflection approach to rethink research based on linear relationships. It is understood that a philosophy of transdisciplinary education delineates a complex praxis that generates social transformations. First, the PAR method and its challenges are defined. Then, the challenges experienced by the researchers are exposed since they take actions to comply with the requests of the call issued by the National Council of Science and Technology (CONACYT) until the moment of second reflexivity in which they examine what they are doing while they are doing it (Giddens, 2011). The main results reveal that the constant approach and dialogue among the body researchers and between the body and the communities generates intercultural sensitivity when different epistemologies and plural ways of understanding them coexist. This favors the projection of various methodological strategies that weave efforts in favor of the community well-being and allows the researcher to assume a socially responsible attitude.

ABSTRACT Representation is important for the vindication and recognition of socio-cultural characteristics in the educational system, which, historically, has been made invisible by a system characterized by its monocultural practices. The aim of this research was to analyze the meanings of intercultural education in Chile according to the social representations of physical education students and teachers. The method consisted of a mixed approach, with a non-experimental and cross-sectional multiple case study design. Participants were students and teachers in Physical Education Pedagogy. The results indicate that although there is a considerable percentage of participants who have work experience as teachers in rural contexts with high percentages of indigenous students, there is a need for higher education institutions to train their students to perform at their best in rural and indigenous contexts. It was concluded that there is a challenge for university institutions located in contexts with a higher prevalence of indigenous people to discontinue the Eurocentric monocultural discourse and episteme, rescuing indigenous epistemologies to integrate them into the curriculum and initial teacher training processes. The above, with the aim of developing a genuine dialogue of knowledge from initial teacher training to the pedagogical practices of teachers.

RESUMO O objecto de representação é uma razão para o desafio que existe para a reivindicação e reconhecimento das características socioculturais no sistema educativo, que historicamente tem sido invisibilizado por um sistema caracterizado pelas suas práticas monoculturais. O objectivo da investigação era analisar os significados da educação intercultural no Chile de acordo com as representações sociais dos estudantes e professores de educação física. O método consistia numa abordagem mista, com uma concepção de estudo de casos múltiplos, não experimental e transversal. Os participantes eram compostos por estudantes e professores de Pedagogia da Educação Física. Os resultados indicam que embora exista uma percentagem considerável de participantes que têm experiência de trabalho como professores em contextos rurais com elevadas percentagens de estudantes indígenas, existe a necessidade de as instituições de ensino superior formarem os seus estudantes para terem o melhor desempenho possível em contextos rurais e indígenas. Concluiu-se que existe um desafio para as instituições universitárias localizadas em contextos com maior prevalência de povos indígenas, no sentido de descontinuar o discurso e episteme monocultural eurocêntrico, resgatando as epistemologias indígenas de modo a integrá-las no currículo e nos processos de formação inicial de professores. O acima exposto, com o objectivo de desenvolver um verdadeiro diálogo de conhecimentos desde a formação inicial de professores até às práticas pedagógicas dos professores.

RESUMEN El objeto de representación es motivo del desafío que existe por la reivindicación y reconocimiento de las características socioculturales en el sistema educativo, que históricamente ha sido invisibilizado por un sistema caracterizado por sus prácticas monoculturales. El objetivo de la investigación fue analizar los significados sobre la educación intercultural en Chile según las representaciones sociales de estudiantes y profesores de educación física. El método consistió en un enfoque mixto, con un diseño de estudio de casos múltiples, no experimental y transversal. Los participantes estuvieron compuestos por estudiantes y profesores de Pedagogía en Educación Física. Los resultados indican que, a pesar de que existe un porcentaje considerable de participantes que tiene experiencia laboral como profesores en contextos rurales con altos porcentajes de estudiantes indígenas, existe la necesidad de que las instituciones de educación superior formen a sus estudiantes para desenvolverse de la mejor manera en contextos rurales e indígenas. Se concluyó que, existe el desafío de que las instituciones universitarias que se sitúan en contextos de mayor prevalencia de personas indígenas descontinúen el discurso y episteme monocultural eurocéntrica, rescatando las epistemologías indígenas, para integrarlas al currículum y a los procesos de formación inicial docente. Lo anterior, con la finalidad de desarrollar un genuino diálogo de saberes desde la formación inicial docente hacia las prácticas pedagógicas de los profesores.

Abstract The article develops an argument on Boaventura de Sousa Santos' Epistemologies of the South as a means to emancipate school-based education. The analysis is framed in the sociology of education, from where an epistemological dialogue on the possibilities for reinventing educational training processes is born, taking into account the continuous transformations of societies and the emergence of paradigms, theories and approaches in education. It delves into a critique of the epistemologies that have ruled with certainty the educational curricula, eliminating knowledge considered as non-scientific, in other words, knowledge that is neither quantifiable nor measurable for the scientific method. In conclusion, in order to emancipate education, the teaching and learning processes must be restructured, in effect, it is suggested that these processes be rethought and oriented towards an education for life with a global meaning that transcends specialised knowledge: a transdisciplinary education.

Resumen El artículo desarrolla una argumentación sobre las Epistemologías del Sur de Boaventura de Sousa Santos como un medio para emancipar la educación escolarizada. El análisis se enmarca en la sociología de la educación, desde donde nace un diálogo epistemológico sobre las posibilidades para reinventar los procesos de formación educativa, tomando en cuenta las transformaciones continuas de las sociedades y la eclosión de paradigmas, teorías, enfoques en la educación. Se profundiza en una crítica a las epistemologías que han gobernado con certeza los currículos educativos, eliminado los saberes considerados como no científicos, o sea aquellos que no son cuantificables ni medibles para el método científico. En conclusión, para una emancipación de la educación debe reestructurarse los procesos de enseñanza y aprendizaje, es decir, se sugiere repensar dichos procesos y orientarles hacia una educación para la vida con un sentido global y que transcienda los saberes especializados: una educación transdisciplinar.

Resumo O artigo desenvolve uma argumentação sobre as Epistemologias do Sul de Boaventura de Sousa Santos como meio de emancipar a educação escolar. A análise é enquadrada na sociologia da educação, de onde nasce um diálogo epistemológico sobre as possibilidades de reinventar os processos de formação educacional, levando em conta as contínuas transformações das sociedades e o surgimento de paradigmas, teorias, abordagens na educação. Ela mergulha em uma crítica das epistemologias que têm regido, com certeza, os currículos educacionais, eliminando os conhecimentos considerados como não científicos, ou seja, aqueles que não são quantificáveis ou mensuráveis para o método científico. Em conclusão, para uma emancipação da educação, os processos de ensino e aprendizagem devem ser reestruturados, ou seja, sugere-se repensar estes processos e orientá-los para uma educação para a vida com sentido global e que transcenda o conhecimento especializado: uma educação transdisciplinar.

Resumo O direito do trabalho tem uma relação complexa com a crítica. O artigo explora os limites e potencialidades dessa relação ao investigar a epistemologia juslaboral, demonstrando que ela é parte do projeto moderno/colonial de poder, ao excluir a cientificidade de saberes subalternos. O ponto de partida é uma compreensão dos processos de produção de saberes críticos no direito do trabalho. Visa-se explorar os limites da teoria crítica neste ramo, por ser feita a partir de um lugar epistêmico atravessado pelo poder. Para entender esses atravessamentos, parte-se para o domínio conceitual e político da epistemologia. Para, logo em seguida, abri-lo com radicalidade, enunciando uma vontade futura. A de pensar o direito do trabalho a partir de epistemologias dissidentes. A hipótese é que epistemologias dissidentes podem armar uma crítica-outra do direito do trabalho, instigando-o a repensar o seu próprio pensar. juslaboral modernocolonial moderno colonial poder subalternos Visase Visa se ramo atravessamentos partese seguida abrilo abri lo radicalidade futura críticaoutra outra instigandoo instigando

Abstract Labor law has a complex relationship with critique. The article explores the limits and potentialities of this relationship. It investigates the domain of labor law epistemology to demonstrate that it is part of the modern/colonial project of power, by excluding subaltern rationalities from scientificity. The starting point is an understanding of the critical knowledge production processes in labor law. The aim is to explore the limits of critical theory in this field, as it is made from an epistemic location intersected by power. In order to understand these intersections, the conceptual and political domain of epistemology is analyzed. To, immediately afterwards, open it radically, enunciating a future epistemic project. The idea of thinking about labor law based on dissident epistemologies. The hypothesis is that dissident epistemologies can set up a critique of labor law, instigating it to rethink its own thinking. moderncolonial modern colonial power scientificity field intersections analyzed To afterwards radically

The article discusses how decolonial thinking appears in the database of childhood studies composed of dissertations, theses, complete works of the Working Groups (GTs) presented at ANPEd National Meetings and scientific articles in qualis A1 journals. The study is characterized as meta-research, that is, research on research in a field and/or area of ​​study and aims to indicate approaches, focuses, perspectives and analytical models. The debate on the decolonization of research is followed by the presentation of 11 (eleven) authors (0.48% of the production) who deal with decolonial thinking in a total of 2246 (two thousand, two hundred and forty-six) cataloged works. As a result, the low presence of decolonial thinking in childhood studies is indicated and three thematic fields emerge for further research at the interface with critical and post-critical epistemologies: 1) critical decolonial thinking, childhoods and inequalities; 2) decolonial thinking, multiculturalism, childhoods and diversities; and 3) postcolonial thinking, post-critical paradigms and contemporary childhoods.

El artículo discute como el pensamiento decolonial parece en la base de datos de los estudios de la infancia en el campo de la educación composta por disertaciones, tesis y trabajos completos en los Grupos de Trabajo (GTs) en Reuniones Nacionales de la ANPEd y artículos científicos publicados en periódicos Qualis A1. El estudio es caracterizado como metainvestigación, o sea, una investigación sobre investigaciones de un campo y/o área, en lo caso de eso artículo los estudios da infancia en lo campo de la educación, y tiene como objetivo indicar abordajes, enfoques, perspectivas y modelos analíticos. El debate acerca de la decolonización de las investigaciones es seguido por la presentación de 11 (once) autores (0,48 de la producción) que tematizan el pensamiento decolonial en un total de 2246 (dos mil, doscientos y cuarenta y seis) trabajos catalogados. Como resultado resta indicada la poca presencia del pensamiento decolonial en los estudios de la infancia en el campo de la educación y emergen tres campos temáticos para novas investigaciones en la interface con las epistemologías crítica y pos-crítica: 1) pensamiento decolonial crítico, infancias y desigualdades; 2) pensamiento decolonial, multiculturalismo, infancias y diversidades; y 3) pensamiento pos-colonial, paradigmas pos-críticos y infancias contemporáneas.    

O artigo discute como o pensamento decolonial aparece na base de dados dos estudos da infância no campo da educação composta por dissertações, teses, trabalhos completos apresentados nos Grupos de Trabalho (GTs) em Reuniões Nacionais da ANPEd e artigos científicos publicados em revistas qualis A1. O estudo é caracterizado como metapesquisa, ou seja, uma pesquisa sobre as pesquisas de um campo e/ou área, no caso desse artigo os estudos da infância no campo da educação, e tem como objetivo indicar abordagens, enfoques, perspectivas e modelos analíticos. O debate sobre a descolonização das pesquisas é seguido pela apresentação de 11 (onze) autores (0,48% da produção) que tematizam o pensamento decolonial no total de 2246 (dois mil, duzentos e quarenta e seis) trabalhos catalogados. Como resultado, fica indicada a pouca presença do pensamento decolonial nos estudos da infância no campo da educação e emergem três campos temáticos para novas pesquisas na interface com as epistemologias críticas e pós-críticas: 1) pensamento decolonial crítico, infâncias e desigualdades; 2) pensamento decolonial, multiculturalismo, infâncias e diversidades; e 3) pensamento pós-colonial, paradigmas pós-críticos e infâncias contemporâneas.

Resumo As mudanças climáticas e o processo de urbanização desigual vêm intensificando a ocorrência e a magnitude de desastres. O objetivo deste artigo é discutir a integração entre a Política Nacional de Proteção e Defesa Civil (PNPDC) e o empoderamento feminino e comunitário no Brasil, contribuindo para a discussão ao revelar o potencial inovador de uma gestão de desastres sensível a gênero. Para tanto, baseamo-nos em levantamento teórico-conceitual para explicitar a especial vulnerabilidade de minorias sociais a desastres. Apresentamos a gestão de desastres praticada no Brasil, essencialmente tecnicista, e propomos a adoção das epistemologias do Sul como contraponto. Finalizamos o artigo com proposições à PNPDC que teriam potencial de criar respostas mais efetivas aos desafios impostos pela emergência climática.

Abstract Climate change and uneven urbanization processes have intensified the occurrence and magnitude of disasters. The purpose of this article is to discuss the integration between the National Policy for Protection and Civil Defense and the empowerment of women and communities in Brazil, revealing the innovative potential of gender-sensitive disaster management policy. For that, we base ourselves on a theoretical-conceptual survey to explain the special vulnerability of social minorities to disasters. We present the disaster management policies practiced in Brazil, which are essentially technicist, and propose the adoption of epistemologies of the South as a counterpoint. We end the article with propositions that have the potential for creating effective responses to the challenges posed by the climate emergency.