<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312021000100142</article-id>
<article-id pub-id-type="doi">10.26512/lc27202137415</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Abordagem vygotskyana e valorização dos saberes alimentares na escolarização kaingang: algumas aproximações]]></article-title>
<article-title xml:lang="es"><![CDATA[Enfoque vygotskiano y valorización del conocimiento alimentario a escolarización kaingang: algunas aproximaciones]]></article-title>
<article-title xml:lang="en"><![CDATA[Vygotskyan approach and valuing food knowledge in kaingang schooling: some approximations]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Has]]></surname>
<given-names><![CDATA[Murilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gehrke]]></surname>
<given-names><![CDATA[Marcos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</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>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312021000100142&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312021000100142&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312021000100142&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo discute a teoria histórico-cultural e sua aproximação com a escolarização indígena paranaense, permitindo a compreensão da abordagem vygotskyana e sua contribuição para a continuidade na valorização dos saberes alimentares kaingang. Utiliza de revisão bibliográfica para a obtenção do corpus teórico, sugerindo que a construção de currículos, projetos e atividades pedagógicas em acordo com as realidades antropológicas, medicinais, filosóficas e alimentares dos povos indígenas se potencializa na perspectiva que considera o social e o cultural como elementos importantes da existência e do desenvolvimento humano, resultados dos processos de interação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la teoría histórico-cultural y su aproximación con la escolarización indígena de Paraná, lo que permite comprender el enfoque vygotskiano y su contribución a la valorización continua del conocimiento alimentario Kaingang. Utiliza una revisión bibliográfica para obtener el corpus teórico, sugiriendo que se potencia la construcción de planes de estudio, proyectos y actividades pedagógicas acordes con las realidades, antropológicas, medicinales, filosóficas y alimentarias de los pueblos indígenas en una perspectiva que considera lo social y cultural como elementos importantes de la existencia y el desarrollo humanos, resultantes de los procesos de interacción.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses the cultural-historical theory and its approach to the indigenous schooling of Paraná, allowing for an understanding of the Vygotskian approach and its contribution to the continued valuing of Kaingang food knowledge. It uses a bibliographic review to obtain the theoretical corpus, suggesting that the construction of curricular, projects and pedagogical activities in accordance with the anthropological, medicinal, philosophical and food realities of indigenous peoples is enhanced in the perspective that considers the social and the cultural as important elements of human existence and development, resulting from interaction processes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação escolar indígena]]></kwd>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="pt"><![CDATA[Vygotsky]]></kwd>
<kwd lng="es"><![CDATA[Educación escolar indígena]]></kwd>
<kwd lng="es"><![CDATA[Cultura]]></kwd>
<kwd lng="es"><![CDATA[Vygotsky]]></kwd>
<kwd lng="en"><![CDATA[Indigenous school education]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="en"><![CDATA[Vygotsky]]></kwd>
</kwd-group>
</article-meta>
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