References
- Apple, M. (1999). Power, meaning and identify. New York: Peter Lang.
- Apple, M. (2011). Paulo Freire, critical pedagogy and the tasks of the critical scholar/activist. Revista e-curriculum, 7(3), 1–21.
- Arendt, H. (2007). A condição humana. Rio de Janeiro: Forense Universitária.
- Aristóteles. (1985). Política. Brasília: Editora da Universidade de Brasília.
- Au, W. (2007). Epistemology of oppressed: The dialectis of Paulo Freire's theory knowledge. Journal for Critical Education Policy Studies, 5(2), 175–196.
- Barad, K (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs, 28(3), 801–831.
- Bauman, R., & Brigs, C. (2003). Voices of modernity. New York: Cambridge University Press.
- Bowers, C. (1983). Linguistic roots of cultural invasion in Paulo Freire's pedagogy. Teachers College Record, 84(4), 935–953.
- Bowers, C., & Apffel-Marglin, F. (2005). Rethinking Freire: Globalization and the environmental crisis. Mahawh, NJ: Lawrence Erlbaum.
- Braidotti, R. (2006). Posthuman, all too human: Towards a new process ontology. Theory, Culture & Society, 23(7–8), 197–208.
- Braidotti, R. (2013). Posthuman. Cambridge: Polity.
- Britzman, D. (2009). On Freire and psychoanalysis: Interview by Grüzel Aziz. [Video File] Retrieved from http://vimeo.com/31747556
- Butler, J. (2004). Precarious life: The powers of mourning and violence. London: Verso.
- Cabral, A. (1969). Revolution in Guinea. New York: Monthly Review.
- Donald, D. (2009). Forts, curriculum, and indigenous Métissage: Imagining decolonization of Aboriginal-Canadian relations in educational contexts. First Nations Perspectives: The Journal of the Manitoba First Nations Education Resource Centre, 2(1), 1–24.
- Ellsworth, E. (1989). Why doesn't feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–324.
- Fanon, F. (1966). The wretched of the earth. New York: Grove Press.
- Foucault, M. (1992). As Palavras e as Coisas. São Paulo: Martins Fontes.
- Freire, P. (1967). Educação como Prática da Liberdade. Rio de Janeiro: Paz e Terra.
- Freire, P. (1987). Pedagogia do Oprimido. Rio de Janeiro: Paz e Terra.
- Freire, P., & Faundez, A. (1985). Por uma pedagogia da pergunta. Rio de Janeiro: Paz e Terra.
- Fuss, D. (1991). Inside/out. In D. Fuss (Ed.), Inside/out: Lesbian theories, gay theories. New York: Routledge.
- Fuss, D. (1996). Introduction: Human, all too human. In D. Fuss (Ed.), Human, all too human. London: Routledge.
- Giroux, H. (1990). Los professores como intelectuales: Hacia una pedagogia crítica de la aprendizage. Barcelona: Paidós.
- Giroux, H. (1999). Cruzando as fronteiras do discurso educacional: Novas políticas em educação. Porto Alegre: Artes Médica.
- Haraway, D. (1991). Simians, cyborgs, and women: The reinvention of nature. New York: Routledge.
- Haraway, D. (1997). Modest_Witness@Second_Millennium_FemaleMan©_Meets_ Oncomouse. London: Routledge.
- Haraway, D. (1988). Situated knowledges: The science question in feminism as a site of discourse on the privilege of partial perspective. Feminist Studies, 14(3), 575–599.
- Haraway, D. (2003). The companion species manifesto. Chicago: Prickly Paradigm.
- Haraway, D. (2006). When we have never been human, what is to be done? Interview with Nicholas Gane. Theory, Culture & Society, 23(7/8), 135–158.
- Haraway, D. (2007). When species meet. Minneapolis: University of Minnesota Press.
- Haraway, D. (2015). Anthropocene, capitalocene, plantationocene, chthulucene: Making kin. Environmental Humanities, 6, 159–165.
- Kant, I. (2002). Crítica da razão prática. São Paulo: Martins Fontes.
- Kincheloe, J. L. (2004). Critical pedagogy. New York: Peter Lang.
- Kirby, V. (1999). Human nature. Australian Feminist Studies, 14(29), 19–29.
- Latour, B. (1994). Jamais fomos modernos: Ensaio de antropologia simétrica. Rio de Janeiro: Editora.
- Latour, B. (2002). War of the worlds: What About peace? Chicago: Prickly Paradigm.
- Lopes, A. C., & Macedo, E. (2003). The field of curriculum in Brazil in the 1990's. In W. Pinar (Ed.), International handbook of curriculum research. Mahwah, NJ: Lawrence Erlbaum Associates.
- Lopes, A. C., & Macedo, E. (2011). Teorias de currículo. São Paulo: Cortez.
- Mbembe, A. (2001). On the postcolony. Berkeley: University of California Press.
- McLaren, P. (2000a). Paulo Freire's pedagogy of possibility. In S. Steiner, H. M. Krank, P. McLaren, & R. E. Bahruth (Eds.), Freirean pedagogy, praxis and possibilities. New York: Falmer.
- McLaren, P. (2000b). Che Guevara, Paulo Freire, and the pedagogy of revolution. Boulder, CO: Rowman & Littlefield.
- Memmi, A. (1967). Retrato do colonizado precedido do retrato do colonizador. Rio de Janeiro: Paz e Terra.
- Morton, T. (2013). Hyperobjects: Philosophy and ecology after the end of the world. Minneapolis: University of Minnesota Press.
- Oliveira, T. R. M., & Paraíso, M. A. (2013). Currículo, cultura e crueldade: para compor uma ética com Antonin Artaud e o teatro. Perspectiva, 31(2), 615–644.
- Pepperell, R. (2003). The posthuman condition. Bristol: Intellect.
- Peters, M. (2000). Pós-estruturalismo e filosofia da diferença. Belo Horizonte: Autêntica.
- Pinar, W. (2004). What is curriculum theory? Mahwah: Laurence Erlbaum.
- Sandoval, C. (2000). Methodology of the oppressed. Minneapolis: University of Minnesota Press.
- Schugurensky, D. (1998). The legacy of Paulo Freire: A critical review of his contributions. Convergence, 31(1–2), 17–38.
- Schugurensky, D. (2011). Paulo Freire. New York: Continuum Library of Educational Thought.
- Snaza, N., Appelbaum, P., Bayne, S., Carlson, M., Morris, M., Rotas, N., … Wallin, J. (2014). Toward a posthumanist education. Journal of Curriculum Theorizing, 30(2), 39–55.
- Snaza, N., & Weaver, J. (2015). Posthumanism and educational research. New York: Routledge.
- Sodikoff, G. M. (2013). The time of living dead species: Extinction debt and futurity in Madagascar. In P. Y. Paik & M. WiesnerHanks (Eds.), Debt: Ethics, the environment, and the economy. Bloomington: Indiana University Press.
- Stengers, I. (2005). The cosmopolitical proposal. In B. Latour & P. Weibel (Eds.), Making things public. Cambridge: The MIT Press.
- Stengers, I. (2009). Au temps des catástrofes. Paris: La Découverte.
- Torres, R. M. (2007). Los multiples Paulo Freire. Educación de Adultos y Desarrollo, 69, 15–29.
- Tuck, E., & Gaztambide-Fernández, R. A. (2013). Curriculum, replacement, and settler futurity. Journal of Curriculum Theorizing, 29(1), 72–89.
- Viveiros-de-Castro, E. (1995). Etnologia brasileira. In S. Miceli (Ed.), O que ler na ciência social brasileira (1970-1995). São Paulo: Editora Sumaré.
- Viveiros-de-Castro, E. (2002). A inconstância da alma selvagem. São Paulo: Cosac & Naify.
- Viveiros-de-Castro, E. (2005). Equívocos da identidade. In J. Gondar & V. Dodebei ( Org.), O que é memória social. Rio de Janeiro: Contra Capa Livraria.
- Viveiros-de-Castro, E. (2012). “Transformação” na antropologia, transformação da “Antropologia”. Mana, 18(1), 151–211.
- Viveiros-de-Castro, E. (2015). Metafísicas canibais. São Paulo: Cosac & Naify.
- Walsh, C. (2014). Pedagogías decoloniales caminando y preguntando: Notas a Paulo Freire desde Abya Yala. Revista Entramados – Educación Y Sociedad, 1(1), 17–31.
- Weiler, K. (1991). Freire and a feminist pedagogy of difference. Harvard Educational Review, 61(4), 449–474.
- Wolfe, C. (2010). What is posthumanism? Minneapolis: University of Minnesota Press.