The present work investigates the relationship between whole-rock geochemistry and stable isotope composition from carbonatites belonging to the Tapira, Araxá, Salitre, Serra Negra, Catalão I, and Catalão II alkaline-carbonatite complexes of the Alto Paranaiba Igneous Province (APIP), central Brazil and from the Jacupiranga Complex, of the Ponta Grossa Province, southeast Brazil. The APIP complexes are ultrapotassic, comprising bebedourites, phoscorites, nelsonites, and carbonatites, whereas Jacupiranga is a sodic complex composed of ijolite-series rocks, syenites, carbonatites, and alkaline gabbros. The geochemistry data allied to mineralogical constraints allowed us to classify the carbonatites into five groups, and to devise a chemical index (BaO/(BaO+SrO)) to gauge the magmatic evolution of the studied carbonatites.The APIP carbonatites evolve from apatite-rich calciocarbonatites toward Ba-, Sr-, and rare earth element (REE)-rich magnesiocarbonatites. This evolution is mostly driven by apatite, phlogopite, dolomite, and calcite fractionation and consequent enrichment in monazite, norsethite, and strontianite. Stable isotope data show a wide diversity of petrogenetic processes in play at the APIP, relatively to the Jacupiranga Complex, which is interpreted as a result of the shallower intrusion levels of the APIP complexes. Such shallower emplacement, at low lithostatic pressure, allowed for a complex interplay of fractional crystallization, liquid immiscibility, degassing, and interaction with hydrothermal and carbohydrothermal systems.

O artigo tem como objetivo historicizar a dinâmica de atuação da Licenciatura em Educação do Campo da Universidade de Brasília (UnB), com as comunidades do sítio histórico do território Kalunga e cidades dos arredores do quilombo. Com esse intuito sistematizamos e analisamos os avanços, limites e desafios das ações de ensino, extensão e pesquisa desenvolvidas no território considerando as formas de organização política e comunitária existentes na região, e a relação entre cultura e formas de resistência aos modos de produção que implicam em degradação ambiental e social da região, como a atividade minerária e o agronegócio. Buscamos destacar nas atividades de extensão a perspectiva da práxis operando nos seminários de Tempo Comunidade, nas ações dos coletivos de teatro e audiovisual, nos desafios da construção do comitê de pesquisa do território Kalunga. A partir dessa atuação, foi possível perceber uma série de avanços no fortalecimento do processo de educação, formação e organização social da população rural e quilombola da região. Palavras chave: Educação do Campo, Pedagogia da Alternância, Tempo Comunidade, Organização Social. Rural Education and Pedagogy of Alternance: UnB experience in the Kalunga historical site and cultural heritage The intent of this article is to historicize the dynamics of the Teaching certifications in Rural Education at University of Brasília (UnB) with the communities of the historical site of the Kalunga territory and cities around the quilombo. With this aim, we systematize and analyze the advances, limits and challenges of teaching, extension and research activities carried out in the territory, considering the forms of political and community organization existing in the region, the relationship between culture and resistance form to the production modes that imply degradation of the region, such as mining and agribusiness. We sought to highlight in the extension activities the perspective of the praxis operating in the Community Time seminars, in the theater and audiovisual collectives actions, in the construction challenges of the Kalunga territory research committee. From this performance, it was possible to notice a series of advances in strengthening the process of education, training and social organization of the rural and quilombola population of the region. Keywords: Peasant Education, Alternation Pedagogy, Community Time, Social Organization. Educación del Campo y Pedagogía de Alternancia: experiencia UnB en el sitio histórico y el patrimonio cultural de Kalunga Resumen: El artículo tiene como objetivo historizar la dinámica de actuación de la Licenciatura en Educación del Campo de la Universidad de Brasilia (UnB) con las comunidades del sitio histórico del territorio Kalunga y ciudades de los alrededores del quilombo. Con ese propósito sistematizamos y analizamos los avances, límites y desafíos de las acciones de enseñanza, extensión e investigación desarrolladas en el territorio considerando las formas de organización política y comunitaria existentes en la región, la relación entre cultura y formas de resistencia a los modos de producción que implican en de degradación ambiental y social de la región, como la actividad minera y el agronegocio. Buscamos destacar en las actividades de extensión la perspectiva de la praxis operando en los seminarios de Tiempo Comunidad, en las acciones de los colectivos de teatro y audiovisual, en los desafíos de la construcción del comité de investigación del territorio Kalunga. A partir de este desempeño, fue posible notar una serie de avances en el fortalecimiento del proceso de educación, capacitación y organización social de la población rural y quilombola de la región. Palabras clave: Educación en el campo, Pedagogía de Alternancia, Tiempo Comunidad, Organización Social. The intent of this article is to historicize the dynamics of the Teaching certifications in Rural Education at University of Brasília (UnB) with the communities of the historical site of the Kalunga territory and cities around the quilombo. With this aim, we systematize and analyze the advances, limits and challenges of teaching, extension and research activities carried out in the territory, considering the forms of political and community organization existing in the region, the relationship between culture and resistance form to the production modes that imply degradation of the region, such as mining and agribusiness. We sought to highlight in the extension activities the perspective of the praxis operating in the Community Time seminars, in the theater and audiovisual collectives actions, in the construction challenges of the Kalunga territory research committee. From this performance, it was possible to notice a series of advances in strengthening the process of education, training and social organization of the rural and quilombola population of the region. The intent of this article is to historicize the dynamics of the Teaching certifications in Rural Education at University of Brasília (UnB) with the communities of the historical site of the Kalunga territory and cities around the quilombo. With this aim, we systematize and analyze the advances, limits and challenges of teaching, extension and research activities carried out in the territory, considering the forms of political and community organization existing in the region, the relationship between culture and resistance form to the production modes that imply degradation of the region, such as mining...

Gender affects all aspects of life, and the working and learning environments of science, technology, engineering and geosciences present no exception. Gender issues concerning the access, permanence and ascension of women in exact sciences and Earth sciences careers in general are related to a variety of causes. The underrepresentation of women in science communications, sexual or moral harassment caused by professors and colleagues during undergraduate and graduate ages or the overloading of girls, when compared to boys, with housework during early school ages are some examples mentioned in the literature. In other words, the gender imbalance in science and technology careers may be seen as the result of a series of structured oppression suffered by women of all ages. In this context, we propose the development of an education package that is designed to understand these processes at different levels. One of the tools of this package is known as the “Theatre of the Oppressed”. Elaborated on by Augusto Boal in the 1970s, the Theatre of the Oppressed uses theatre techniques as a means of promoting social and political changes. Usually, a scene takes place that reveals a situation of oppression. The audience become what is called “spect-actors”, where they become active by exploring, showing and transforming the reality in which they are living. In the context of gender issues in exact sciences careers, the students can stage situations that reveal the subtle actions of power relations that usually put women in subservient positions. Our experience showed that, even though the acting is based on fiction, the spectators learn a great deal from the enactment because the simulation of real-life situations, problems and solutions stimulates the practice of resisting oppression in reality from within a setting that offers a safe space to practise making a change.