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Copyright of Pensares em Revista is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Soletras is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Quaestio Iuris (QI) is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article analyses the images of the black person in contents about America in 8th grade textbooks of two collections: Araribá Mais and Expedições Geográficas. The research was developed in two stages: i) a bibliographic review about the education to the ethnic-racial relations, the textbook and American black people; ii) content analysis of American black people images in the selected books, observing quantitatively and qualitatively the absences and presences of these people. The investigation made possible to identify that, although images of blackness are not uncommon, they maintain subaltern places for black people, make little reference to the blackness in America, do not portray the African diaspora and concentrate in contemporary representations of black people. The conclusion of the article highlights the need for a qualified maintenance of the PNLD (Textbook National Program) and its importance for an anti-racist education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tamoios is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pensares em Revista is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to discuss the oppression and segregation of other subjects and the protagonism of their struggles as a presupposition of an affirmative and anti-racist political-social-educational process. It is based on historical-dialectical materialism as a method and on empirical material collected in urban quilombos of Porto Alegre, Brazil, focusing on the educational approach. In this sense, other subjects are subjects of rights, who respond, resist, and react to a hegemonic culture. Hence, they are not subjected, but the subjects of counterculture, of singularities within universality, of diversity and of difference. Thus, it is necessary to reflect on and take education as social processes and affirmative, anti-racist practices in relation to the populations that have had their culture, conditions, and ways of life historically oppressed. We see a dialectic relation between the affirmation of these other subjects and both the repression and the maintenance of forms of domination and social inequalities. [ABSTRACT FROM AUTHOR]