A dissertação aqui apresentada se dedica a verificar os saberes ameríndios presentes em duas escolas não-indígenas, sendo que foi dedicada atenção especial à escola que atende jovens em situação de vulnerabilidade social e recebe, semanalmente, um grupo de pessoas Kaingang para desenvolver um projeto com a cerâmica. O objetivo do trabalho foi verificar o que muda na concepção que se tem em relação à temática indígena dos alunos, professores e coordenadores em uma escola que tem presença constante de ameríndios. As principais questões que mobilizaram o pensamento foram: O que se modifica na representação de índio dos alunos não-indígenas em uma escola com circulação constante de indígenas? Que identificações os alunos têm acerca dos saberes e práticas indígenas? O convívio com ameríndios suscita o reconhecimento de possíveis ancestralidades indígenas? Há identificação entre a história de vida dos alunos e a dos indígenas? Inicialmente, a pesquisa foi realizada em duas escolas públicas de Ensino Fundamental, através da aplicação de questionários com os alunos, professores e coordenadores, com perguntas pré-formuladas sobre a temática indígena. Ao perceber que os questionários acionavam respostas superficiais e automáticas, mudei a metodologia do trabalho, optando por realizar na segunda etapa da pesquisa oficinas com os alunos de uma das escolas, que têm contato permanente com os Kaingang, mas sem desconsiderar os resultados obtidos com os questionários que foram aplicados e analisados anteriormente. Comecei com uma oficina que propunha a discussão a partir de imagens que mostravam os indígenas em diferentes situações da vida e, na segunda oficina, centralizei uma conversa que teve como base o livro “Meu avô Apolinário: um mergulho no rio da (minha) memória” de Daniel Munduruku. Também observei as oficinas de cerâmica realizadas com os Kaingang. Percebi que a escola Porto Alegre está possibilitando um espaço de interculturalidade, mostrando que é possível aproximar e fazer conviver duas culturas, mantendo uma interação respeitosa, além de possibilitar o reconhecimento da ancestralidade e da valorização dos conhecimentos indígenas. O espaço diferencial que está sendo constituído pela Escola Porto Alegre faz com que sentimentos de exclusão, comuns numa escola que trabalha com jovens em situação de vulnerabilidade social, desapareçam. A presença dos Kaingang torna a escola um lugar de trocas, um espaço onde são livres as identificações e afinidades, onde há admiração pelo outro. Esse é um caminho para pensarmos a escola como um espaço de vivência, construindo um local de conhecimento comum e de compartilhar experiências. / The thesis presented here is dedicated to verify the Amerindians’ knowledge present in two non-Indian schools. Special attention was devoted mainly to the school which serves young people in situation of social vulnerability and receives a weekly ‘Kaingang’ group of people to develop a pottery project. The objective of this study was determining which changes have been happening related to the conceiving that exists related to indigenous theme from students, teachers and administrators in a school which has a constant presence of Amerindians. The main issues captured by my thinking were: What is changed in the representation of the Indian made by the non-indigenous students in a school with constant circulation of indigenous people? What kind of identification students feel about indigenous knowledge and practices? The contact with Amerindians raises the recognition of a possible Indian ancestry? Is there any identification between the student’s lives history and the Indigenous? Initially, the survey was conducted in two public schools at the elementary level through questionnaires for students, teachers and coordinators, with pre-formulated questions about indigenous themes. Realizing that the questionnaires were generating automatic and superficial answers, I changed the methodology of work and chose to perform in the second stage of the research, workshops with students at one school, which has a constant contact with the ‘Kaingang’ tribe representatives, however with no disregard to the results obtained with the questionnaires previously applied and previously analyzed. I started with a workshop with a debate proposed from images showing the Indians in different life situations and in a second workshop, focusing in the conversation based on the book "My grandfather Apollinaris: a dip in the river of (my) memory ", by Daniel Munduruku. Meanwhile, I also paid attention to the pottery workshops held with the ‘Kaingang’ people. I realized that Porto Alegre school is providing an intercultural space, showing that it is possible to happen an approaching and living between two different cultures maintaining a respectful interaction and allowing the recovery of indigenous knowledge and the recognition of ancestry. The unique space which has been created by the Porto Alegre school causes that feelings as exclusion, so common inside those schools working with young people in situations of social vulnerability are minimized. The presence of ‘Kaingang’ people turns that school into an area of exchange, a free space where there are identifications, affinities and appreciation of each other. This is a way of thinking school as a living space, building a place of mutual knowledge and sharing experiences.

DELFINO, Jair. Ifá e Odús: interdisciplinaridade, lógica binária, cultura e filosofia africana. 2016. 106f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-04-26T11:27:11Z No. of bitstreams: 1 2016_dis_jdelfino.pdf: 4763014 bytes, checksum: 4dd053fbbc1d1fc95331c06e51401d3b (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-04-26T16:57:00Z (GMT) No. of bitstreams: 1 2016_dis_jdelfino.pdf: 4763014 bytes, checksum: 4dd053fbbc1d1fc95331c06e51401d3b (MD5) / Made available in DSpace on 2016-04-26T16:57:00Z (GMT). No. of bitstreams: 1 2016_dis_jdelfino.pdf: 4763014 bytes, checksum: 4dd053fbbc1d1fc95331c06e51401d3b (MD5) Previous issue date: 2016 / Within the history of studies and African culture and afrodescendencia this dissertation is an innovative integration within the Ifa tradition. Ifa is a literary and philosophical body, which descends from a deity between two worlds understood as the physical and the spiritual. The systematization of Ifa representations work questions on binary algebra and organization of Ifa meanings was the purpose of the idealized research. The importance of this issue is to examine specific knowledge of a culture and tradition that has the educational process orality and the preservation of interdisciplinary culture. We add our proposal for the systematic examination of the concepts and propositions of life that includes developing the collectivity and individuality in learning and understanding through the exercise of philosophical virtues, specific thinking Yoruba, starting from the design of nature and divine genealogy of creation within the African tradition inherited from Ancient Egypt. Ifa is cultural diversity that can be science, religion and sociability. We bring to this body of work beyond what has already been explained geometry, aesthetics and medicine within the inter-relational aspect to show as is the absorption of knowledge. We intend to stay away from the universalistic, Eurocentric theoretical basis seeking the deepening of African philosophy and interdisciplinarity to contemplate the cultural and ethnic-Brazilian aspects as well as being in accordance with Law No. 10,639 / 03. Thus, based on orality present in religions of African origin, and through the literary body of Ifá, embark on the complexity of reason and metaphysics and timeless logic to understand cognition in the aspect of institutiva worldview values and principles. / Dentro dos estudos de história e cultura africana e afrodescendente a presente dissertação faz uma inserção inovadora dentro da tradição do Ifá. O Ifá é um corpo literário e filosófico, que descende de uma divindade entre dois mundos entendidos como o físico e o espiritual. As sistematizações das representações do Ifá trabalham as questões sobre álgebra binária e a organização dos significados do Ifá foi o objetivo da pesquisa idealizada. A importância deste tema está em examinar conhecimentos específicos de uma cultura e tradição que tem como processo educativo a oralidade e a preservação da cultura interdisciplinar. Adicionamos à nossa proposta o exame sistemático dos conceitos e proposições de vida que abrange desenvolver a coletividade e individualidade, no aprender e entender através do exercício das virtudes filosóficas, específicas do pensar yorubá, partindo da concepção da natureza e da genealogia divina da criação dentro da tradição africana herdada do Antigo Egito. Ifá é pluralidade cultural que pode ser ciência, religião e sociabilidade. Além do que já foi explanado, trazemos para este corpo de trabalho a geometria, estética e medicina dentro do aspecto inter-relacional, a fim de mostrar como acontece a absorção de conhecimentos. Pretendemos ficar distantes da base teórica universalista e eurocentrista buscando o aprofundamento da filosofia africana e a interdisciplinaridade para contemplar os aspectos culturais e étnico-brasileiros bem como estar de acordo com a Lei n° 10.639/03. Assim, com base na oralidade presente nas religiões de matriz africana e, através do corpo literário do Ifá, embarcaremos na complexidade da razão e da lógica metafísica e atemporal para entendermos a cognição no aspecto da cosmovisão institutiva de valores e princípios.

A dissertação aqui apresentada se dedica a verificar os saberes ameríndios presentes em duas escolas não-indígenas, sendo que foi dedicada atenção especial à escola que atende jovens em situação de vulnerabilidade social e recebe, semanalmente, um grupo de pessoas Kaingang para desenvolver um projeto com a cerâmica. O objetivo do trabalho foi verificar o que muda na concepção que se tem em relação à temática indígena dos alunos, professores e coordenadores em uma escola que tem presença constante de ameríndios. As principais questões que mobilizaram o pensamento foram: O que se modifica na representação de índio dos alunos não-indígenas em uma escola com circulação constante de indígenas? Que identificações os alunos têm acerca dos saberes e práticas indígenas? O convívio com ameríndios suscita o reconhecimento de possíveis ancestralidades indígenas? Há identificação entre a história de vida dos alunos e a dos indígenas? Inicialmente, a pesquisa foi realizada em duas escolas públicas de Ensino Fundamental, através da aplicação de questionários com os alunos, professores e coordenadores, com perguntas pré-formuladas sobre a temática indígena. Ao perceber que os questionários acionavam respostas superficiais e automáticas, mudei a metodologia do trabalho, optando por realizar na segunda etapa da pesquisa oficinas com os alunos de uma das escolas, que têm contato permanente com os Kaingang, mas sem desconsiderar os resultados obtidos com os questionários que foram aplicados e analisados anteriormente. Comecei com uma oficina que propunha a discussão a partir de imagens que mostravam os indígenas em diferentes situações da vida e, na segunda oficina, centralizei uma conversa que teve como base o livro “Meu avô Apolinário: um mergulho no rio da (minha) memória” de Daniel Munduruku. Também observei as oficinas de cerâmica realizadas com os Kaingang. Percebi que a escola Porto Alegre está possibilitando um espaço de interculturalidade, mostrando que é possível aproximar e fazer conviver duas culturas, mantendo uma interação respeitosa, além de possibilitar o reconhecimento da ancestralidade e da valorização dos conhecimentos indígenas. O espaço diferencial que está sendo constituído pela Escola Porto Alegre faz com que sentimentos de exclusão, comuns numa escola que trabalha com jovens em situação de vulnerabilidade social, desapareçam. A presença dos Kaingang torna a escola um lugar de trocas, um espaço onde são livres as identificações e afinidades, onde há admiração pelo outro. Esse é um caminho para pensarmos a escola como um espaço de vivência, construindo um local de conhecimento comum e de compartilhar experiências. / The thesis presented here is dedicated to verify the Amerindians’ knowledge present in two non-Indian schools. Special attention was devoted mainly to the school which serves young people in situation of social vulnerability and receives a weekly ‘Kaingang’ group of people to develop a pottery project. The objective of this study was determining which changes have been happening related to the conceiving that exists related to indigenous theme from students, teachers and administrators in a school which has a constant presence of Amerindians. The main issues captured by my thinking were: What is changed in the representation of the Indian made by the non-indigenous students in a school with constant circulation of indigenous people? What kind of identification students feel about indigenous knowledge and practices? The contact with Amerindians raises the recognition of a possible Indian ancestry? Is there any identification between the student’s lives history and the Indigenous? Initially, the survey was conducted in two public schools at the elementary level through questionnaires for students, teachers and coordinators, with pre-formulated questions about indigenous themes. Realizing that the questionnaires were generating automatic and superficial answers, I changed the methodology of work and chose to perform in the second stage of the research, workshops with students at one school, which has a constant contact with the ‘Kaingang’ tribe representatives, however with no disregard to the results obtained with the questionnaires previously applied and previously analyzed. I started with a workshop with a debate proposed from images showing the Indians in different life situations and in a second workshop, focusing in the conversation based on the book "My grandfather Apollinaris: a dip in the river of (my) memory ", by Daniel Munduruku. Meanwhile, I also paid attention to the pottery workshops held with the ‘Kaingang’ people. I realized that Porto Alegre school is providing an intercultural space, showing that it is possible to happen an approaching and living between two different cultures maintaining a respectful interaction and allowing the recovery of indigenous knowledge and the recognition of ancestry. The unique space which has been created by the Porto Alegre school causes that feelings as exclusion, so common inside those schools working with young people in situations of social vulnerability are minimized. The presence of ‘Kaingang’ people turns that school into an area of exchange, a free space where there are identifications, affinities and appreciation of each other. This is a way of thinking school as a living space, building a place of mutual knowledge and sharing experiences.

A dissertação aqui apresentada se dedica a verificar os saberes ameríndios presentes em duas escolas não-indígenas, sendo que foi dedicada atenção especial à escola que atende jovens em situação de vulnerabilidade social e recebe, semanalmente, um grupo de pessoas Kaingang para desenvolver um projeto com a cerâmica. O objetivo do trabalho foi verificar o que muda na concepção que se tem em relação à temática indígena dos alunos, professores e coordenadores em uma escola que tem presença constante de ameríndios. As principais questões que mobilizaram o pensamento foram: O que se modifica na representação de índio dos alunos não-indígenas em uma escola com circulação constante de indígenas? Que identificações os alunos têm acerca dos saberes e práticas indígenas? O convívio com ameríndios suscita o reconhecimento de possíveis ancestralidades indígenas? Há identificação entre a história de vida dos alunos e a dos indígenas? Inicialmente, a pesquisa foi realizada em duas escolas públicas de Ensino Fundamental, através da aplicação de questionários com os alunos, professores e coordenadores, com perguntas pré-formuladas sobre a temática indígena. Ao perceber que os questionários acionavam respostas superficiais e automáticas, mudei a metodologia do trabalho, optando por realizar na segunda etapa da pesquisa oficinas com os alunos de uma das escolas, que têm contato permanente com os Kaingang, mas sem desconsiderar os resultados obtidos com os questionários que foram aplicados e analisados anteriormente. Comecei com uma oficina que propunha a discussão a partir de imagens que mostravam os indígenas em diferentes situações da vida e, na segunda oficina, centralizei uma conversa que teve como base o livro “Meu avô Apolinário: um mergulho no rio da (minha) memória” de Daniel Munduruku. Também observei as oficinas de cerâmica realizadas com os Kaingang. Percebi que a escola Porto Alegre está possibilitando um espaço de interculturalidade, mostrando que é possível aproximar e fazer conviver duas culturas, mantendo uma interação respeitosa, além de possibilitar o reconhecimento da ancestralidade e da valorização dos conhecimentos indígenas. O espaço diferencial que está sendo constituído pela Escola Porto Alegre faz com que sentimentos de exclusão, comuns numa escola que trabalha com jovens em situação de vulnerabilidade social, desapareçam. A presença dos Kaingang torna a escola um lugar de trocas, um espaço onde são livres as identificações e afinidades, onde há admiração pelo outro. Esse é um caminho para pensarmos a escola como um espaço de vivência, construindo um local de conhecimento comum e de compartilhar experiências. / The thesis presented here is dedicated to verify the Amerindians’ knowledge present in two non-Indian schools. Special attention was devoted mainly to the school which serves young people in situation of social vulnerability and receives a weekly ‘Kaingang’ group of people to develop a pottery project. The objective of this study was determining which changes have been happening related to the conceiving that exists related to indigenous theme from students, teachers and administrators in a school which has a constant presence of Amerindians. The main issues captured by my thinking were: What is changed in the representation of the Indian made by the non-indigenous students in a school with constant circulation of indigenous people? What kind of identification students feel about indigenous knowledge and practices? The contact with Amerindians raises the recognition of a possible Indian ancestry? Is there any identification between the student’s lives history and the Indigenous? Initially, the survey was conducted in two public schools at the elementary level through questionnaires for students, teachers and coordinators, with pre-formulated questions about indigenous themes. Realizing that the questionnaires were generating automatic and superficial answers, I changed the methodology of work and chose to perform in the second stage of the research, workshops with students at one school, which has a constant contact with the ‘Kaingang’ tribe representatives, however with no disregard to the results obtained with the questionnaires previously applied and previously analyzed. I started with a workshop with a debate proposed from images showing the Indians in different life situations and in a second workshop, focusing in the conversation based on the book "My grandfather Apollinaris: a dip in the river of (my) memory ", by Daniel Munduruku. Meanwhile, I also paid attention to the pottery workshops held with the ‘Kaingang’ people. I realized that Porto Alegre school is providing an intercultural space, showing that it is possible to happen an approaching and living between two different cultures maintaining a respectful interaction and allowing the recovery of indigenous knowledge and the recognition of ancestry. The unique space which has been created by the Porto Alegre school causes that feelings as exclusion, so common inside those schools working with young people in situations of social vulnerability are minimized. The presence of ‘Kaingang’ people turns that school into an area of exchange, a free space where there are identifications, affinities and appreciation of each other. This is a way of thinking school as a living space, building a place of mutual knowledge and sharing experiences.

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-05-05T20:53:17Z No. of bitstreams: 2 Dissertação - Eloisa Marques Rosa - 2015.pdf: 4594085 bytes, checksum: 56d28f42ff6f85669cb7c1d174884451 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-05-06T11:47:38Z (GMT) No. of bitstreams: 2 Dissertação - Eloisa Marques Rosa - 2015.pdf: 4594085 bytes, checksum: 56d28f42ff6f85669cb7c1d174884451 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-05-06T11:47:38Z (GMT). No. of bitstreams: 2 Dissertação - Eloisa Marques Rosa - 2015.pdf: 4594085 bytes, checksum: 56d28f42ff6f85669cb7c1d174884451 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-28 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This work is the result of a study of the performance of the Suça in the city of Natividade, in the state of Tocantins, Brazil. The Suça is a performance of the black population of the region and involves dancing, singing and playing drums and other instruments. The performance takes place in the mining settlement areas in the center and southeast regions of Tocantins and north of Goiás. In the scope of this study, the Suça was analyzed as a manifestation of “crossroads” created by the intersection between the batuque (traditional drumming) of the black Brazilian cultures and the Christian devotion. On one hand there is the Folia of the Holy Spirit, context in which the Suça often happens as a legacy of the parties of Brazilian Colonial times. On the other hand, there are the batuques, forged in the midst of the African-Brazilian culture, such as the Southeast Jongos and the Tambor de Crioula (Creole drums) in the state of Maranhão, which are cited in this work as means of building a strategy for the understanding of the Suça as batuque. The ethnographic experience with the Suça, the suceiros and the Folia of the Holy Spirit in Natividade is narrated with the poetic license of a fieldwork that, due to its centrality in the body, had a character of aesthetic experience. / A presente dissertação é fruto de um estudo da performance da Suça na cidade de Natividade, estado do Tocantins. A Suça é uma performance negra que envolve dança, canto e percussão de tambores entre outros instrumentos e acontece na região de colonização mineradora, no centro e sudeste do Tocantins e norte de Goiás. No contexto deste trabalho, a Suça de Natividade foi analisada como uma manifestação de “encruzilhada” na intersecção entre o batuque do negro e a devoção cristã. De um lado a Folia do Divino Espírito Santo, contexto em que a Suça frequentemente acontece, como herança das festas do Brasil Colonial. De outro lado, os batuques, forjados no bojo da cultura afro-brasileira, tais quais os Jongos do Sudeste e o Tambor de Crioula do Maranhão, que nesse trabalho são evocados como estratégia de criação de nexos para compreensão da Suça como batuque. A experiência etnográfica com a Suça, os suceiros e a Folia do Divino Espírito Santo de Natividade é narrada com a licença poética de uma pesquisa de campo que, por sua centralidade no corpo, teve caráter de vivência estética.

The primary role of a physical anthropologist is to provide sufficient information to assist in the individualisation of unknown skeletal remains. This is often achieved in establishing a biological profile of the deceased, of which ancestry is an essential aspect. Several successful osteometric and morphological approaches have been developed to facilitate the estimation of ancestry from the cranium. However, the cranium is not always available for analysis, emphasising a need for postcranial alternatives. The postcranial skeleton is frequently labelled as too variable and unreliable to provide an accurate assessment of ancestry. Yet, numerous studies utilise the postcrania for sex and stature estimation, where the a priori knowledge of ancestry results in higher accuracy. Thus, the presence of postcranial differences among populations when investigating other biological parameters inherently demonstrates the potential for the estimation of ancestry. The purpose of this study was to quantify postcranial variation among modern, peer-reported black, white and coloured South Africans. A series of 39 standard measurements were taken from 11 postcranial bones, namely the clavicle, scapula, humerus, radius, ulna, sacrum, pelvis, femur, tibia, fibula and calcaneus. The sample consisted of 360 modern South African individuals (120 black, 120 white, 120 coloured) from the Pretoria Bone and Kirsten Collections housed at the University of Pretoria and the University of Stellenbosch, respectively. Group differences were explored with ANOVA and Tukey’s honestly significant difference test (HSD). Group means were used to create univariate sectioning points for each variable indicated as significant with ANOVA. Where two of the three groups had similar mean values, the groups were pooled for the creation of the sectioning points. Multivariate classification models were employed using linear and flexible discriminant analysis (LDA and FDA, respectively). Classification accuracies were compared to evaluate which model yielded the best results. The results demonstrated variable patterns of group overlap. Black and coloured South Africans displayed similar means for breadth measurements, and black and white South Africans showed similar means for the maximum length of distal limb elements. The majority of group variation is attributed to differences in size and robusticity, where white South Africans are overall larger and more robust than black and coloured South Africans. Accuracies for the univariate sectioning points ranged from 43% to 87%, with iliac breadth performing the best. However, the majority of the univariate sectioning points can only classify individuals into two groups rather than three because of similar group means. Multivariate bone models created using all measurements per bone resulted in accuracies ranging from 46% to 62% (LDA) and 41% to 66% (FDA). Multivariate subsets consisting of numerous different measurement combinations from several skeletal elements achieved accuracies as high as 85% (LDA) and 87% (FDA). Ultimately the best results were achieved using combinations of different variables from several skeletal elements. Overall, the multivariate models yielded better results than the univariate approach, as the inclusion of more variables is generally better for maximising group differences. Furthermore, FDA achieved higher accuracies than the more traditional approach of LDA. Despite the significant overlap among the groups, the postcranial skeleton has proven to be proficient in distinguishing the three groups. Thus, even in a heterogeneous population, a multivariate postcraniometric approach can be used to estimate ancestry with high accuracy. / Dissertation (MSc)--University of Pretoria, 2015. / Anatomy / Unrestricted

Esta pesquisa tem como objetivo investigar a simultaneidade crepuscular do espaçotempo unitário de matriz afroameríndia, pensando o lugar, a paisagem, como portas abertas, um espelho das culturas que possibilita a inspiração de símbolos, de suas matrizes ancestrais à arte e cotidiano das cidades e campos. Ao mesmo tempo, possibilita que o contexto tradicional na contemporaneidade auxilie em desdobramentos suscetíveis à superação de situações-limites sociais e educacionais. Uma pretaíndia desaldeada como pesquisadora contou com o primeiro conjunto de pensadores, além dos Situacionistas1 que apoiaram nossa constituição epistemológica, assim como Juana Elbein dos Santos e mestre Didi. O estilo investigativo se apóia na leitura mitohermenêutica de Marcos Ferreira-Santos, atrelados às coorientações de Kabengele Munanga e Carlos Serrano. Milton Santos e Paulo Freire complementam a abordagem apoiando a compreensão e a fundamentação do que podemos chamar de Epistemologias do Sul ou ainda de uma antropologia cabocla. / This work talks about spacetime notion in AfroAmerIndians Thought and the researsh have been doing since author graduate in Geography. In that time the Situacionists thinkers and Henry Lefebvre were composed the eyes of critics theorys of everyday lives with Black Antropology suports. Its a interdisciplinary study that becomes a intersectional researsh between race, class, gender and cultures. We were studing with prof. Kabengele Munanga and Carlos Serrano, about their Cultural Antropology of SubSaarian Africa and the theory of race and racism, especially in Brazil. In Education, the teses chair was in Imaginary Studies with prof. Marcos Ferreira-Santos, so this work became to be suported by Hermeneutics ways of thinking. The foudation of this master work was the Ancestrality, the Orality, the Corporelity, the Word, the Arts and Traditional Crafts. The simbology is, in that dimensions, like messages of its philosophy and comunication, all this concepts are impressed in the territoriality of those communities and in its landscapes that permeates the body until the Arquiteture, the Mitology (cosmology and the cosmogony).

The scientific development of innovative molecular techniques has transformed the approach towards human identification. In forensic casework, the emergence of molecular phenotyping, or phenotypic prediction from DNA, has mitigated some challenges involving the unavailability of references samples for traditional forensic DNA analysis. Molecular phenotyping via SNP analysis can be used as a tool in a forensic setting to predict physical traits, such as hair, skin and eye colour, and provide investigative leads. Several ancestry informative markers (AIMs) have previously been associated with human skin colour in mainly the European and North American population groups, while admixed populations are hardly studied. The present study aims to contribute towards this gap by investigating the relationship between two AIMs (SLC45A2, rs16891982 and SLC24A5, rs1426654) that are typically involved in molecular phenotyping, and melanin index (MI) in the South African (SA) metapopulation (n = 389). The self-reported ancestry, ethnicity and relevant biographic information for each participant was documented and MI was recorded using a dermaspectrophotometer. DNA was extracted from saliva samples and PCR amplification of target regions was performed. Thereafter, SNaPshot® PCR was used to genotype the variants. Significant differences (p < 0.0001) were observed between MI readings and ancestral as well as population census groups. A generalised linear model (GLM) was developed which could accurately predicted the MI readings for each genotype combination within the 95 % confidence interval of the recorded MI readings. Our results suggest that these two markers were consistently associated with MI in the admixed SA population and are thus informative to predict MI in a forensic setting. Finally, this was the first study in a SA context to use SNP analysis for objective MI prediction.

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