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The Revista Brasileira de Música (Brazilian Journal of Music) begins its 85 years consolidating its editorial policy of internationalization and democratization of access to knowledge. The present volume expresses the institutional concern to promote the socialization of the results of research developed at the university in broader sectors of society, focusing on the integration of updated knowledge about Brazilian music in the curricular contents of elementary and high school. The texts published here result from the first edition of the extension course 'Pedagogy of the History of Brazilian Music for Basic Education', aimed at the continuing education of teachers, and which was held during the IX International Symposium of Musicology of UFRJ "Music, Society and Socialization of Knowledge, "which celebrated the 170th anniversary of the UFRJ School of Music in the week of August 13-17, 2018.

The article discusses the relationship between global history and Brazilian history and suggests an agenda for future research. It argues that global history scholars could profit from Brazil's great scholarly tradition, which conceptualises key topics of global history such as global encounters and cultural identities, power asymmetries and spatial orders. Scholars interested in Brazilian history, on the other hand, will find a set of approaches and questions from a global history perspective helpful for research on central fields of Brazil historiography such as the coffee economy, scientific racism, the Cold War and the Amazon.

For-profit private higher education in Brazil emerged in the 1970s through state incentives such as educational credit and tax exemptions. In its most recent configuration, the logic of investment funds that trade on the stock exchange controls the largest institutions. The management of investment funds inserts a new variable into the investment of financial resources. It requires reducing costs to maximize shareholder value, but this means delivering precarious educational quality. Governed by a logic of maximum profit, for-profit private higher education in Brazil produces extremely poor education, with the result that most such institutions focus on simply being diploma factories for more socially destitute students O ensino superior privado com fins lucrativos no Brasil surgiu na década de 1970 por meio de incentivos estatais, tais como crédito educacional e isenção de impostos. Na sua configuração mais recente, a lógica dos fundos de investimento que negociam em bolsa controla as maiores instituições. A gestão de fundos de investimento insere uma nova variável na aplicação dos recursos financeiros. Requer redução de custos para maximizar o valor para o acionista, mas isso significa a entrega de um nível educacional bastante precário. Regido por uma lógica de lucro máximo, o ensino superior privado com fins lucrativos no Brasil gera uma educação extremamente pobre e consequentemente a maioria delas focam somente no fato de se tornarem fábricas de diplomas para alunos dos meios socialmente mais desprovidos.

This article aims to reflect on the place of history in the history of science from the perspective of Brazilian historiography of science, mainly according to the thought of the Brazilian physicist and historian of science, Carlos Alvarez Maia. Since the 1990s, Maia (2013) began to question why the history of science became (and still largely remains) a "history of absent historians" in the face of the predominance of history of science in the Natural Science Departments and the absence in History Departments. The dynamic and changing historiography of science itself reaffirms the lack of historical analyses using history's methodological and conceptual apparatus. Thus, epistemological aspects appear interrelated to political-institutional issues. Consequently, one has a political-epistemological perspective for discussing the place – or non-place – of history in the history of science. The thought of Maia (2013) acts as an essential starting point for reflection. It constitutes a possible opening in constructing a consolidation of discussions about the impacts (of the absence and the presence of the conceptual apparatus of history) in developing new historiography of science conceptually historical.

It is almost a consensus among the Brazilians that, in order to solve the social issues, the education must be improved. Thus, the present study aimed to analyze the Brazilian key-thinkers on education. Rui Barbosa, Fernando de Azevedo, Anísio Teixeira, Cecília Meireles, and Paulo Freire were selected because they worked to develop some aspects of education: politics, educational system, philosophy of education, childhood education and pedagogical methods. These intellectuals fought against powerful societal forces, but they did not give up on transforming the Brazilian education, and, consequently, the Brazilian society. Therefore, they were selected to represent the Brazilian key-thinkers on education.

It is almost a consensus among the Brazilians that, in order to solve the social issues, the education must be improved. Thus, the present study aimed to analyze the Brazilian key-thinkers on education. Rui Barbosa, Fernando de Azevedo, Anísio Teixeira, Cecília Meireles, and Paulo Freire were selected because they worked to develop some aspects of education: politics, educational system, philosophy of education, childhood education and pedagogical methods. These intellectuals fought against powerful societal forces, but they did not give up on transforming the Brazilian education, and, consequently, the Brazilian society. Therefore, they were selected to represent the Brazilian key-thinkers on education.

In Brazil, and more generally, in Latin America, the struggle of the indigenous movements for the demarcation of their ancestral land and the development of an intercultural education contributed to the constitutional changes of the 1980s, which led these states to regard themselves as a multicultural nation and to recognize specific collective rights to native people and tribes living on their territory. This dynamic deals with the scope of a democratic transition and a decentralization process which characterizes a new form of governance of almost all Latin America countries where the indigenous territories and the resources at their disposal can be preserved. By giving the possibility to formulate another vision of the school education based on a dialectic between indigenous knowledge and school knowledge in a sustainable developmental perspective of the indigenous territories, new experiments started to be expanded from the 1990s. This article advances the discussion between globalized and localized educational practices. It enlightens the debate between the homogenization of school systems and other alternatives such as the use of traditional knowledge. It focuses on socio-cultural knowledge and its intersection between formal and informal education. The first section of this paper presents the theoretical framework of my research and its methodology. The second section discusses, in a historical background, how the Brazilian indigenous public policies were implemented. In the third section, I use my fieldwork data to examine and analyze the advent and the development of intercultural bilingual education (IBE) in two regions of Amazonas state (Alto Solimões and Alto Rio Negro) among the Ticuna, Baniwa, and Tukano people during the 1990s and 2000s.

In this article we intend to elaborate, in narrative-descriptive form, a brief reconstruction of the trajectory covered by the History of Brazilian education and, especially of History teaching, in the period between the colonial period until the 1990s, through documentary research as well as, and mainly, through bibliographic research from the works produced in the last decades by relevant authors on this theme.

This article presents the results of an exploratory research, delineated in a documentary way. The research aimed to investigate how local educational systems were adapting to offer, via distance learning, the continuity of the school year by occasion of the schools' closure by the COVID-19 pandemic. A critical documentary research is presented, according the legislation implemented by the Ministry of Education and the State Governments of Brazil, with data from Brazilian Institute of Geography and Statistics (2018) and the School Census (2019). We conclude that remote education, as it was implemented, aims to fulfill only the annual workload by local schools, ignoring the pedagogical issues pertinent to the theme and benefiting students with greater financial resources.