About the Journal

Focus on Scope

Articulando e Construindo Saberes is a Takinahak? Center of Indigenous Higher Education (NTFSI) of the Federal University of Goiás (UFG) journal which aims for issuing unpublished articles that promote knowledge articulation and construction, in a decolonial perspective, and addresses to transdisciplinary and intercultural subjects that take for granted the valorization and strengthening of sidelined epistemologies, indigenous languages vitality and ancient indigenous knowledge resumption. Therefore, it looks forward to implementing an inter-ethnic and international exchange  policy, mainly among Amerindian peoples, along with researchers interested in our proposal. Thus, the journal strengthens its purpose of knowledge articulation and differences acceptance in order to jointly build up epistemic basis that are based on categorization processes and launching, in this very dialogue, a range of epistemic frameworks. From 2019 a continuous annually issued publication system was adopted.

 

Background

Articulando e Construindo Saberes is a Takinahak? Center of Indigenous Higher Education (NTFSI) of the Federal University of Goiás (UFG) journal. Emerging within the context of "Indigenous Knowledge in School" Action that is part of the National Indigenous Ethnic Education Territories, it aims to protect and promote the rights of indigenous peoples to specific and distinctive education, recognizing and valuing socio-cultural and sociolinguistic diversity , including the autonomy and the leading role of these peoples, as established in the Federal Constitution of 1988. Hence, the journal allows the dialogue among indigenous peoples themselves and towards other segments of Brazilian society. Likewise all openness processes, it is followed by both celebration and challenges, one of them is how to face the paradigms of a disciplinary education that mostly puts aside indigenous knowledge from school, on the other side schooling them disregarding their cultural matrices. 

The first issue, published in 2016, addresses the theme of "literacy for indigenous knowledge", with an innovative approach guided by the pedagogies and philosophies of indigenous peoples' own teaching and learning processes. From the second issue, given its scope and its reception, in national and international contexts, the Journal strengthens its purpose of articulating knowledge and accepting of differences, in a perspective of jointly building up the epistemic foundations from processes of categorization and emerging from this dialogue a range of epistemic frameworks.

 

Dual-Blind system evaluation

The selection of papers for publication is done in two steps. In the first, the work is evaluated by the Editorial Committee, which makes a preliminary analysis to see if it fits in the editorial policy of the Journal and follows the norms of publication.

If the work meets the basic requirements, it is sent to the evaluation, when they will be appointed referees with recognized knowledge on the subject of the submitted work. The works are sent to the evaluators without identification of the authors. That is, in the double-blind system, the authors do not know who the evaluator was and the evaluators do not receive information about the identity of the authors.

Only the works approved by the referees will be sent for publication. In cases of extreme disagreement between opinions, a third evaluation is requested.

Acceptance of the work implies the automatic transfer of copyright to the Journal.

When texts are of millennial knowledge written in indigenous languages, their opinion will be given by the wises of the community to which the author of the text belongs.

When the texts are of scientific knowledge, but written in indigenous languages, they will be evaluated by speakers of that language, who are knowledgeable about the subject of work.

 

Free Access Policy

This magazine offers immediate free access to its content, following the principle that providing free scientific knowledge to the public, provides greater global democratization of knowledge.