Presentation

The Diálogos Magazine, State University of Maringá of the Postgraduate Program in History UEM - PPH in Maringá-PR, Brazil, invites you to the monographic Dossier entitled: Historical culture, uses of the past and the challenges of teaching and learning in school and non-school contexts.

The proposal of this dossier is based on two interdependent assumptions. First, the teaching and learning of History are not restricted to formal school spaces, but also occur in non-formal environments, such as public places, squares, museums and communities (GREVER; ADRIAANSEN, 2017). Second, teaching and learning History involves not only the content traditionally transmitted in the classroom through teaching materials or through teachers' presentations, but also includes ideas, knowledge, collective and multiple memories and narratives that form the basis of society's historical culture (RÜSEN, 2012), and facilitate the development of critical thinking based on historical knowledge (EPSTEIN; PECK, 2018) (LÉVESQUE; CROTEAU, 2020).

Teaching History in the present requires understanding that we live in a challenging period, characterized by the rise of conservative populist political projects that reveal authoritarian and neo-fascist behaviors and attitudes on the part of their followers, with repercussions on education. Furthermore, in social and digital media (transmedia: MUÑOZ-MUÑOZ; ORTUNO-MOLINA; MOLINA-PUCHE, 2024), there is a proliferation of extensive content production on historical themes that often serves to propagate revisionist and denialist narratives, aiming to discredit the historiography produced by historians (BONETE; MANKE, 2023). Therefore, teaching History, in formal and informal contexts, is to act on the front line of resistance against misinformation, fake news, and historical and scientific denialism, betting on the transformative and reflective potential of historical knowledge (NAPOLITANO, 2021). Thus, this dossier seeks to foster a critical and reflective dialogue in order to promote resistance against misinformation and the construction of a society closer to historical science (PALMA VALENZUELA, 2020).

The considerations listed here constitute the focus of the articles that we intend to capture for the composition of this dossier, whose objectives are:

- to reflect on the different implications of the uses of the past in teaching and learning history in school and non-school contexts;

- to identify the intersections between historical culture and teaching history in public spaces;

- to discuss the relationships with school culture and the formation of identities and historical consciousness;

- to think about how content with historical themes produced in the context of social and digital media impacts teaching work;

- to debate the production and circulation of historical knowledge in dialogues with historical culture, school culture, digital culture and scientific dissemination.

The presence of pseudo-historical and anti-scientific ideas, often amplified through social media and other digital platforms, poses a significant challenge to history education. These narratives tend to simplify, distort or manipulate historical facts to serve specific ideological agendas, contributing to the formation of erroneous and harmful conceptions about the past. It is therefore essential that educators and researchers actively engage in identifying and analyzing these ideas, understanding their origins, motivations and the mechanisms by which they are disseminated.

The academic community and educators must position themselves as active advocates for evidence-based historical knowledge, participating in public debates and using various platforms to disseminate accurate and contextualized information. Promoting a critical and informed dialogue about the past is essential to strengthen historical awareness and contribute to the formation of an engaged citizenry.

In this sense, in justifying the proposition of this dossier, we aim to contribute to the formation of individuals who can play the role of responsible, well-informed citizens who are capable of problematizing reality, considering the dissemination of problematic historical ideas in the current context. In a society where pseudo- or anti-scientific ideas circulate widely, the discussion about the uses and abuses of the past, in school and non-school contexts, becomes a social urgency.

Organizers

Dr. Wilian Junior Bonete (UFPel, Brasil)

http://lattes.cnpq.br/7339543110127451

https://orcid.org/0000-0003-0971-4192

Drª. Márcia Elisa Teté Ramos (UEM, Brasil)

http://lattes.cnpq.br/8930281888608344

https://orcid.org/0000-0001-5299-2935

Dr. Sebastián Molina Puche (UM, Espanha)

http://webs.um.es/smolina

http://murcia.academia.edu/SebastiánMolinaPuche

https://orcid.org/0000-0003-1469-2100

SUBMISSIONS

Articles must be presented in the Dossier section. The guidelines for authors and the rules for submission and publication can be found on the journal's website, which can be accessed through the links below. We kindly ask that you read the sections carefully before submitting your texts.

http://www.dialogosuem.com.br/

http://periodicos.uem.br/ojs/index.php/Dialogos/about/submissions#authorGuidelines

DEADLINE FOR SUBMISSIONS

Start: June 1, 2025

End: July 31, 2025

References

BONETE, Wilian Junior; MANKE, Lisiane Sias. Sobre os sentidos e os efeitos do passado no presente: a presença da temática nazista em uma conversa no episódio 545 do programa Flow Podcast. Revista Aedos, v. 15, n. 34, 2023.

EPSTEIN, Terrie; PECK, Carla L. Introduction. In EPSTEIN, Terrie; PECK, Carla L. (eds.). Teaching and learning difficult histories in international context. A critical sociocultural approach. Routledge, 2018. https://www.routledge.com/Teaching-and-Learning-Difficult-Histories-in-International-Contexts-A-Critical-Sociocultural-Approach/Epstein-Peck/p/book/9780367887537

GREVER, Maria; ADRIAANSEN, Robbert-Jan. Historical culture: A concept revisited. Palgrave handbook of research in historical culture and education, p. 73-89, 2017.

LÉVESQUE, Stéphane; CROTEAU, Jean-Philippe. Beyond history for historical consciousness: Students, narrative, and memory. University of Toronto Press, 2020.

MUÑOZ-MUÑOZ, Pablo; ORTUNO-MOLINA, Jorge; MOLINA-PUCHE, Sebastian. The influence of transmedia and extra-academic narratives on the formation of the historical culture of high school students. In: Frontiers in Education. Frontiers Media SA, 2024. p. 1295500. doi: 10.3389/feduc.2023.1295500

NAPOLITANO, Marcos. Negacionismo e Revisionismo histórico no século XXI. PINSKY, Jaime; PINSKY, Carla Bassanezi. Novos combates pela história: Desafios-Ensino. São Paulo: Contexto, p. 85-114, 2021.

RÜSEN, Jörn. Forming historical consciousness–Towards a humanistic history didactics. Antíteses, v. 5, n. 10, p. 519-536, 2012. https://www.redalyc.org/pdf/1933/193325796002.pdf

RAMOS, Márcia Elisa Teté. Considerações sobre a construção da história escrita, ensinada e divulgada através da matriz disciplinar de Jörn Rüsen. Diálogos. Maringá, v. 22, n. 3, 2018. https://periodicos.uem.br/ojs/index.php/Dialogos/article/view/45349

PALMA VALENZUELA, Andrés et al. Enseñar Ciencias Sociales entre riesgos e incertidumbres. Didácticas Específicas, 22, p. 88–103, 2020. https://doi.org/10.15366/didacticas2020.22.006

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Read More Read more about Dossiê: ENRIQUE DUSSEL: LECTURAS DECOLONIALES CON EL FILÓSOFO DE LA LIBERACIÓN

Journal Diálogos from the History Graduate Programme of Maringá University State UEM - PPH (Maringá-PR, Brazil), calls for papers to the monographic Dossier entitled: Enrique Dussel: decolonial readings with the philosopher of liberation, organized by Milagros Elena Rodríguez, Universidad de Oriente, Venezuela.

Enrique Domingo Dussel Ambrosini was born in the province of Mendoza, Argentina on 24 December 1934, graduated in philosophy at the National University of Cuyo. He died in Mexico City on 5 November 2023; his gift as an educator made him stand out as an academic, philosopher, historian and theologian, among other educational activities and praxis.

The father of the philosophy of liberation Enrique Dussel, this full of an ethics of liberation was forged since 1973, until it reached its peak in 1998 with the publication of his magnificent work: Ethics of liberation, a voice that continues in his writings, with his example that is why the voice and thought of Enrique Dussel resonate strongly and continue in the struggle for dignity and liberation, were some of the words of Senator Gloria Sánchez Hernández of Morena on 3 November 2023, who led the speech in the Mexican Senate in homage to the philosopher of liberation.

This dossier aims to bring together articles that address the legacy of Don Enrique Dussel and his actions as a human being. The answer to the question: What is it to be Dusselian? In order to think about transmodernity, what are the implications of the prefix trans, beyond in the philosopher of liberation? ‘This beyond (trans) indicates the starting point from the exteriority of modernity, from what modernity excluded, denied, ignored as insignificant, meaningless, barbaric, non-cultural, opaque, unknown otherness; evaluated as savage, uncivilized, underdeveloped, inferior, mere oriental despotism, Asian mode of production, etc. Various names given to the non-human, to the irretrievable, to that which is without history, to that which will become extinct in the face of the overwhelming advance of the globalizing western ‘civilization’ (DUSSEL, 2004, p.222).

We agree with the Dulsenian legacy to become aware that re-linking is an emerging practice of transmodern philosophical thought (RODRÍGUEZ, 2019); thought and action that, being planetary decolonial, unlinks itself from the old unviable practice in which it is impossible to be transmodern from another scenario that is not the exteriority of modernity -postmodernity - coloniality; without colonial remnants that privilege oppressive projects that currently swarm the planet.

Proposals must be linked to the axes that make up the thematic call for papers in homage to the philosopher of liberation, focusing on the following:• Trans-methodologies for the study of transmodernity, in order to safeguard the exteriority of modernity-postmodernity-decoloniality.

• Research that unveils incises for the necessary dialogue between cultures.
• Philosophy of liberation and epistemological decolonization.
• Epistemes in favour of life on the planet, recalling that the ‘self-valorization, of one's own cultural moments denied or simply despised that are found in the exteriority of Modernity (...) those traditional values ignored by Modernity must be the starting point of an internal critique (DUSSEL, 2014, p. 293).
• Decolonial epistemes in favour of transmodern emergencies, such as subversive art as liberation.
• Studies on colonialism and the concealment of the pasts of covert civilizations.
• Studies in trans-theology, recapturing the words of the philosopher of liberation on the need for a ‘trans-theology beyond the theology of Latin-Germanic, Eurocentric and metropolitan Christianity, which ignored the colonial world, and especially colonial Christendom (DUSSEL, 2017, p. 300).
• Critical revisions of the politics of liberation.
• Reparative practices and politics of aesthetics in the production of Enrique Dussel.
• The philosophical discourse of transmodernity.
• Latin American philosophy in the face of the new false compromises of decoloniality in states of the global south.
• Community ethics as an urgency in the popular and the public.

Full papers submission in the Dossier section: Enrique Dussel: decolonial readings with the philosopher of liberation.

Submission period: August 1st to October 30th, 2024 (deadline)

Editing and publication: first quarter of 2025.

CONSIDERATIONS
Papers should be submitted in the dossier section. Guidelines for authors and rules for submission and publication can be found on the journal's online page, which can be accessed via the links below. We invite you to read the rules in detail and to use the template.
http://www.dialogosuem.com.br/
http://periodicos.uem.br/ojs/index.php/Dialogos/about/submissions#authorGuidelines

References
DUSSEL, E. (2004). Sistema-mundo y Transmodernidad. En: BANERJEE-DUBE, Ishita y MIGNOLO, Walter (org.) Modernidades coloniales: otros pasados, historias presentes. Ciudad de México: El Colegio de México, Centro de Estudios de Asia y África, p. 201-226. DUSSEL, E. (2014). 16 tesis de economía política: Interpretación filosófica. Ciudad de México: Siglo XXI
DUSSEL, E. (2017). Filosofías del sur. Descolonización y transmodernidad. Ciudad de México: Akal.
RODRÍGUEZ, M. E. (2019). Re-ligar como práctica emergente del pensamiento filosófico transmoderno. Revista Orinoco Pensamiento y Praxis, 7(11), 13-35.

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Read More Read more about Dossiê Antropofagia às avessas: modernismo e decolonialidade

Em 1922 artistas e intelectuais da elite paulista lançaram o primeiro movimento a ver na assimilação da cultura popular uma ferramenta rica e necessária para o estabelecimento de um caráter nacional brasileiro. No centenário da Semana de Arte Moderna são, cada vez mais, artistas e ativistas das classes populares a tomarem a frente de discussões e movimentos que desvelam a diversidade cultural, étnico-racial, linguística, de identidade de gêneros e de modos de existência e expressão que constituem o Brasil. Enquanto a antropofagia, deglutição de culturas populares por parte de não populares, perde paulatinamente sua primazia, indivíduos e comunidades historicamente marginalizados buscam, sobretudo ao longo dos anos 2000, se apropriar de lugares de poder, de fala e de representatividade que antes lhes eram negados.
O que vislumbram hoje essas vozes para a arte brasileira dos próximos cem anos? Quais as relações possíveis entre o contexto modernista da semana de 1922 e o atual? Quanto de modernidade e de colonialidade existe em 1922, e quanto em 2022? O que se entendia por moderno e o que se entende hoje? Se 1922 resultou em uma proliferação de manifestos e projetos culturais e artísticos em busca de uma suposta identidade nacional e do abandono do eurocentrismo, o que se busca em 2022? Que usos podem ser feitos e o que se pode relacionar à Semana de 22? O que fizemos com a Semana ou a partir da Semana? Se 1922 foi um embate frente a certos padrões estéticos, quais os embates de hoje? Se o Manifesto Antropófago de 1928 afirma “só me interessa o que não é meu'', o que define hoje a alteridade cultural e artística no Brasil? Fora o questionamento estético, que outros questionamentos são percebidos a partir desse contexto?
Pode-se colocar como um dos objetivos modernistas o questionamento do clássico como única fonte da cultura, trazendo uma forma de pensar a arte acadêmica e os seus opostos: a cultura popular tradicional, as manifestações não ocidentais, os processos de criação e improvisação por agentes de diferentes contextos sociais, entre outros. Relacionada a esses objetivos está a conquista do direito à pesquisa em arte para além dos gabinetes e dos cânones: uma pesquisa de diversos pontos de vista, que inclui experimentalismos e incursões em campo, assim como os usos desses elementos pesquisados nos próprios processos de criação modernistas. Essas são questões que podem ajudar a encorajar abordagens múltiplas em torno do modernismo, do que ainda permanece ou do que é atualmente refutado.
Um século depois, revisitar o contexto original da Semana de Arte Moderna e da cultura brasileira nos anos 1920 oportuniza reflexões, comparações e confrontos com diversas outras historicidades e periodizações, sobretudo as atuais. Se àquela época o mundo que se urbanizava, essa mudança traz vários temas sensíveis de uma forma intensa, majoritária e irreversível em diversos contextos, para a cidade, para o campo e para a floresta. Além disso, a urbanização veio acompanhada de uma internacionalização, com discussões sobre o nacional e o estrangeiro, questões que hoje suscitam uma reflexão sobre a colonialidade. Desse modo, percebe-se que, atualmente, há vários instrumentais e abordagens para se pensar o modernismo e a colonialidade de uma forma ampla.
Este dossiê está aberto a propostas de artigos que partam de movimentos e embates provocados direta ou indiretamente pelo modernismo brasileiro, que se refletem, reproduzem ou dissolvem na atualidade. As submissões têm prazo com início em 30 de maio e término em 30 de julho de 2022.
Sugestões de áreas temáticas para o volume, em perspectivas disciplinares ou interdisciplinares, tanto em termos de conteúdo como de linguagens:
a) modernismo e vanguardas artísticas;
b) literatura e arte;
c) poesia visual, oral e cantada;
d) música, sonoridades e ritmos;
e) danças e corporalidades;
f) poéticas afetivas ou políticas;
g) patriarcado, patriarcalismo e antipatriarcado;
h) relações étnico-raciais, de gênero e interseccionalidades,
i) colonialidade e decolonialidade;
j) a pesquisa modernista, a pesquisa artística e outras metodologias;
k) antimodernismo e reacionarismo cultural.

Organizadores e editores convidados:

Nina Graeff
http://lattes.cnpq.br/1228007952085711

Maurício de Carvalho Teixeira
http://lattes.cnpq.br/1975521535755491

Início: 30 de Maio de 2022

Prazo limite para envio dos originais: 30 de Julho de 2022.

Submissão dos artigos: As diretrizes para os autores e as normas para submissão e publicação encontram-se na página online da revista, que pode ser acessada pelos links abaixo. Pedimos gentilmente que leiam com atenção as seções antes de submeterem os textos.

https://periodicos.uem.br/ojs/index.php/Dialogos

http://periodicos.uem.br/ojs/index.php/Dialogos/about/submissions#authorGuidelines

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A revista DIÁLOGOS do Departamento e do Programa de Pós-Graduação em História da Universidade Estadual de Maringá (UEM) convida a todos os interessados a submeterem artigos inéditos para o seu dossiê “Mitologias e História: entre antigos e modernos”, a ser editado no segundo quadrimestre de 2022. O objetivo é publicar textos que desenvolvam um diálogo inter e transdisciplinar na metodologia e análise de temas pertinentes às relações entre Mitologia e História, consideradas a partir de seus contextos subjacentes. Quer sejam em suas dimensões sócio-culturais, linguísticas, econômicas, estéticas, éticas, políticas, ideológicas, psicológicas e/ou epistemológicas. Serão bem-vindas as abordagens que proponham perspectivas que transitem entre áreas diversas do conhecimento, como a História, Filosofia, Letras, Estudos Culturais e afins.

Organizador: 

Marco Cícero Cavallini

Início: 15 de setembro de 2021

Prazo limite para envio dos originais: 15 de março de 2022

Submissão dos artigos: As diretrizes para os autores e as normas para submissão e publicação encontram-se na página online da revista, que pode ser acessada pelos links abaixo. Pedimos gentilmente que leiam com atenção as seções antes de submeterem os textos.

https://periodicos.uem.br/ojs/index.php/Dialogos

http://periodicos.uem.br/ojs/index.php/Dialogos/about/submissions#authorGuidelines

 

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Call for papers for the issue "Banned Images. Censorship and artistic creation in the contemporary Iberian Peninsula"

Opening: 15/08/2021 - Closure: 1/11/2021

The DIÁLOGOS journal of the Department of History and the Postgraduate Programme in History of the State University of Maringá (UEM) invites all interested parties to submit unpublished articles for its dossier "Banned Images. Censorship and artistic creation in the contemporary Iberian Peninsula", to be published in the first four months of 2022. The aim is to publish texts by researchers from different areas of knowledge that address the problem of image censorship, taking into consideration the historical and cultural context of the Iberian countries. Proposals with interdisciplinary current approaches, innovative methodologies and sounded results will be welcome.

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