<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100134</article-id>
<article-id pub-id-type="doi">10.1590/0102-469826064</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ANTROPOLOGIA E EDUCAÇÃO ESCOLAR: A EDUCAÇÃO INDÍGENA, O COMBATE À MISOGINIA, À LGBTTFOBIA E À DISCRIMINAÇÃO CONTRA A CULTURA AFRO-BRASILEIRA]]></article-title>
<article-title xml:lang="es"><![CDATA[ANTROPOLOGÍA Y EDUCACIÓN ESCOLAR: EDUCACIÓN INDÍGENA, EL COMBATE A LA MISOGINIA, A LA LGBTTFOBIA Y A LA DISCRIMINACIÓN CONTRA LA CULTURA AFROBRASILEÑA]]></article-title>
<article-title xml:lang="en"><![CDATA[ANTHROPOLOGY AND SCHOOL EDUCATION: INDIGENOUS EDUCATION, THE FIGHT AGAINST MISOGYNY, LGBTT-PHOBIA, AND DISCRIMINATION AGAINST AFRO-BRAZILIAN CULTURE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FREITAS]]></surname>
<given-names><![CDATA[MARCEL DE ALMEIDA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100134&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O artigo enfoca algumas contribuições da Antropologia para quatro aspectos da educação escolar: a educação escolar indígena, a discriminação contra as mulheres, contra pessoas LGBTT e o preconceito contra práticas culturais e tradições religiosas afro-brasileiras. No que diz respeito à metodologia, foi utilizada a revisão teórica sobre esses temas na interface da Antropologia com a Educação. Aqui o termo escola é entendido como a principal manifestação da educação formal no Ocidente e a partir do conceito de campo educacional, isto é, a partir de suas estruturações históricas, sociais, políticas, econômicas e, notadamente, culturais, perspectiva com a qual a Antropologia pode contribuir bastante. Um dos postulados antropológicos mais importantes para a Educação Escolar é que, ao contrário do que geralmente se acredita no senso comum, o comportamento humano não depende tanto da natureza, mas decorre, sobretudo, da aprendizagem em contextos coletivos. O principal intuito desta contribuição teórica é demonstrar alguns impasses na relação entre escola, campo educacional e cultura brasileira e o quanto a escola ainda não está preparada para o reconhecimento e o acolhimento da diferença e da diversidade. No texto, advoga-se que a Antropologia se volte mais para a educação escolar e que especialmente uma de suas aplicações práticas, a Pedagogia, se abra mais a contribuições do campo antropológico como vem fazendo em relação à Sociologia e à Psicologia, por exemplo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El artículo enfoca algunas contribuciones de la Antropología para cuatro aspectos de la educación escolar: la educación escolar indígena, la discriminación contra mujeres, contra personas LGBTT y los prejuicios contra prácticas culturales y las tradiciones religiosas afrobrasileñas. Hablando de la metodología, fue utilizada la revisión teórica sobre esos temas en su interfaz con la educación. Aquí el término escuela es comprendido como la principal manifestación de la educación formal en el Occidente y desde el concepto de campo educacional, o sea, desde sus estructuraciones históricas, sociales, políticas, económicas y, sobre todo, culturales, mirada desde la cual la Antropología puede contribuir más. Una de las suposiciones antropológicas más importantes para la Educación Escolar es que, al contrario de lo que en general se cree en el sentido común, el comportamiento humano no depende tanto de la naturaleza, sino adviene, sobre todo, del aprendizaje en contextos colectivos. El principal reto de ese aporte teórico es demostrar algunos obstáculos en la relación entre escuela, campo educativo y cultura brasileña y hasta qué punto la escuela aún no está preparada para el reconocimiento y la aceptación de la diferencia y de la diversidad. En el texto es propuesto que la Antropología se vuelva más hacia la Educación y, especialmente una de sus aplicaciones prácticas, la Pedagogía, esté más abierta a las contribuciones del campo antropológico como hizo con relación a la Sociología y a la Psicología, por ejemplo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The article focuses on some contributions of Anthropology to four aspects of schooling education: the indigenous schooling, the discrimination against women and LGBTT individuals, and the prejudice against Afro-Brazilian cultural practices and religious traditions. Regarding the methodology, we did a theoretical review about these themes in the interface of Anthropology and Education. Here the concept of school is understood as the main manifestation of formal education in the West and from the concept of educational field, that is, from its historical, social, political, economic and, particularly, cultural structures, a perspective in which Anthropology can strongly contribute. One of the most important anthropological postulates for School Education is that, contrary to common sense, human behavior does not depend so heavily on nature, but results mainly from learning in collective contexts. The main aim of this theoretical contribution is to present some challenges in the relationship among school, educational field, Brazilian culture and the extent to which school is not yet prepared to recognize and accept difference and diversity. In this text, we propose that Anthropology should turn more to school education and that, especially one of its practical application, the Pedagogy, could be more open to contributions from the anthropological field as it has been occuring , for instance, with Sociology and Psychology.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Antropologia e escola]]></kwd>
<kwd lng="pt"><![CDATA[misoginia]]></kwd>
<kwd lng="pt"><![CDATA[LGBTTfobia]]></kwd>
<kwd lng="pt"><![CDATA[cultura afro-brasileira]]></kwd>
<kwd lng="pt"><![CDATA[educação indígena]]></kwd>
<kwd lng="es"><![CDATA[antropología y escuela]]></kwd>
<kwd lng="es"><![CDATA[misoginia]]></kwd>
<kwd lng="es"><![CDATA[LGBTTfobia]]></kwd>
<kwd lng="es"><![CDATA[cultura afrobrasileña]]></kwd>
<kwd lng="es"><![CDATA[educación indígena]]></kwd>
<kwd lng="en"><![CDATA[anthropology and school]]></kwd>
<kwd lng="en"><![CDATA[misoginy]]></kwd>
<kwd lng="en"><![CDATA[LGBTTphobia]]></kwd>
<kwd lng="en"><![CDATA[afro-brazilian culture]]></kwd>
<kwd lng="en"><![CDATA[indigenous education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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