MOST IMPORTANT PUBLICATIONS

Um Estudo de Caso de Internet das Coisas Utilizando o Ecossistema Dojot: Da Configuração a Utilização. In: ENCOM 2020: X Conferência Nacional em Comunicações, Redes e Segurança da Informação, 2020, Natal-RN. Anais da X Conferência Nacional em Comunicações, Redes e Segurança da Informação ? Encom 2020, 2020. p. 177-178.

 

PROJETO CONECTAR: USO DA METODOLOGIA DE ENSINO-APRENDIZAGEM PARA O APRIMORAMENTO SOCIAL E INTELECTUAL. In: Congresso Brasileiro de Ensino de Engenharia XLVI, 2018, Salvador. Anais COBENGE 2018 - ISSN 2175 - 957X. Barueri: LCT Editora, 2018. v. 01. p. 01-09.

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Ana Maria R. Gomes

Federal University of Minas Gerais (UFMG)

PhD in Education at Universitá di Bologna (Italy); Post-Doc stages on Social Anthropology at the National Museum (Rio de Janeiro); and at the Department of Anthropology of the Univ. St. Andrews (Scotland). Professor at the Faculty of Education at UFMG and at the PhD Education Program: Knowledge and Social Inclusion. Coordinator of the Intercultural Training Course for Indigenous Educators (FIEI) from 2008 to 2011 and currently part of the teaching team on Socio-Environmental Knowledge (Social Sciences). Research topics of interest include cultural practices and learning in different socio-cultural contexts; ethnography, cosmopolitics and sustainability.

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MOST IMPORTANT PUBLICATIONS

Rockwell, Elsie, and Ana Maria R. Gomes. "Introduction to the Special Issue." Indigenous Education from a Latin American Perspective. Anthropology & Education Quarterly 40, no. 2 (2009): 97-109. Accessed August 18, 2020. www.jstor.org/stable/25602210

 

Silva, Rogério Correia da, & Gomes, Ana Maria R .. (2015). Learning, body and territory among indigenous Xakriabá boys. Horizontes Antropológicos, 21 (44), 173-200. https://doi.org/10.1590/S0104-71832015000200008

 

ESCOBAR, SUZANA ALVES, GALVÃO, ANA MARIA DE OLIVEIRA, & GOMES, ANA MARIA RABELO. (2017). Cultures of writing in indigenous social associations and projects: a study on the Xakriabá, Minas Gerais. Revista Brasileira de Educação, 22 (68), 231-253. https://doi.org/10.1590/s1413-24782017226812