<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092022000100464</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.17.19396.090</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação jongueira: repertório afrodiaspórico de afirmação da vida na infância]]></article-title>
<article-title xml:lang="en"><![CDATA[Jongueira education: afro-diasporic life-affirming repertoire in childhood]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación jongueira: repertorio afro-diaspórico de afirmación de la vida em la infancia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Vivian Parreira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Tatiane Cosentino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Departamento de Teorias e Práticas Pedagógicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092022000100464&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092022000100464&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092022000100464&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Diante do processo de desmonte, descaracterização e desinvestimento de uma política nacional de valorização da diversidade étnico-racial, este artigo tem o jongo como elemento central, a partir da experiência de uma educação jongueira, desenvolvida com uma professora e crianças de 6 e 7 anos de idade de uma turma do 2º ano do Ensino Fundamental na cidade de São Carlos, São Paulo, no segundo semestre de 2018. O jongo é mobilizado como repertório afrodiásporico que desloca centralidades epistêmicas fincadas nas bases coloniais do racismo. Afirma-se a educação jongueira como educação promotora de vida, de presença e de encantamento, que, versada no cruzo de saberes e em diálogo com a escola, dá fundamento para exercer diferentes princípios explicativos de mundo fundamentadas na pluriversalidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Due to the process of dismantling, de-characterization and divestment in a national policy of valuing ethnic-racial diversity, this article has jongo as a central element, based on the experience of a jongueira education, developed with a teacher and children of six and seven years of age from a second-grade class of Elementary School in the city of São Carlos, São Paulo, Brazil, in the second semester of 2018. Jongo is mobilized as an afro-diasporic repertoire that displaces epistemic centralities set in the colonial bases of racism. The jongueira education is affirmed as an education that promotes life, presence and enchantment, which, versed in the crossing of knowledge and in dialogue with the school, gives the basis to exercise different explanatory principles of the world based on pluriversality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Ante el proceso de desmantelamiento, descaracterización y desinversión de una política nacional de valoración de la diversidad étnico-racial, este artículo tiene al jongo como elemento central, a partir de la experiencia de una educación jongueira, desarrollada con la maestra y niños de 6 y 7 años de edad de una clase del 2o año, Escuela Primaria en la ciudad de São Carlos, São Paulo, Brasil, en el segundo semestre de 2018. El jongo es movilizado como un repertorio afro-diaspórico que desplaza centralidades epistémicas incrustadas en las bases coloniales del racismo. Se afirma la educación jongueira como una educación promotora de vida, de presencia y de encantamiento, que, versada en el cruce de saberes y en el diálogo con la escuela, da fundamentos para ejercer diferentes principios explicativos de mundo basados en la pluriversalidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação jongueira]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogias decoloniais]]></kwd>
<kwd lng="pt"><![CDATA[Relações étnico-raciais.]]></kwd>
<kwd lng="en"><![CDATA[Jongueira education]]></kwd>
<kwd lng="en"><![CDATA[Decolonial pedagogies]]></kwd>
<kwd lng="en"><![CDATA[Ethnic-racial relations.]]></kwd>
<kwd lng="es"><![CDATA[Educación jongueira]]></kwd>
<kwd lng="es"><![CDATA[Pedagogías decoloniales]]></kwd>
<kwd lng="es"><![CDATA[Relaciones étnico-raciales.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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