Esta tese, desenvolvida no âmbito do Grupo de Etnologia Urbana do Núcleo de Antropologia Urbana da USP discute os enredamentos entre educação, cidade e política a partir das experiências sateré-mawé com Ensino Superior. O trabalho é desenvolvido a partir de pesquisa bibliográfica, documental, entrevistas e, principalmente, da etnografia desenvolvida individualmente e junto a outros pesquisadores do GEU, cuja coparticipação deu-se em campo e na produção de cadernos de campo coletivos. Esta etnografia centra-se na cidade de Parintins-AM (médio-baixo Amazonas), na turma de Parintins do curso de Pedagogia Intercultural (2009 e 2014) oferecido pela Universidade do Estado do Amazonas UEA, e nas circulações dos acadêmicos indígenas Sateré-Mawé e suas práticas por entre as cidades e as aldeias da Terra Indígena Andirá-Marau, sobretudo a aldeia Ponta Alegre. Ao longo dos cinco capítulos, a etnografia desenvolvida entre os Sateré-Mawé é apresentada face a discussões sobre modelos analíticos da antropologia acerca de objetos como cidade, cultura e interculturalidade, redes de saberes, ensino superior indígena, estado, política dos e para indígenas e festas. Exploro as conexões parciais engendradas pela presença de acadêmicos sateré-mawé na universidade e sua circulação por instituições (escolas, secretarias, etc.), práticas (ensino, política, lazer), eventos (feiras escolares, eventos acadêmicos, rituais, futebol) e modos de conhecimento e enunciação. Apresento reflexões que emergiram na interlocução com os Sateré-Mawé acerca das relações engendradas pelo dispositivo da interculturalidade, como suas interpretações do Festival Folclórico do Boi Bumbá, principal atividade econômica de Parintins; e da proposta de uma Livre Academia do Wará, a universidade indígena proposta pelo Consórcio de Produtores Sateré-Mawé. Discuto como enquadram seus intuitos de ter uma \"educação dos brancos\" em suas cosmopolíticas face ao mito do Imperador, o sistema de conhecimento do guaraná e a Festa da Tucandeira. O Imperador é um demiurgo relacionado a eventos históricos e à habilidade sateré-mawé de pacificar e canalizar potências dos brancos, agora situadas nos currículos e diplomas universitários. Os Sateré-Mawé são \"filhos do Guaraná\", uma planta professora que transforma o ethos guerreiro no uso diplomático de \"boas palavras\", necessárias à formação do bom professor. Os cantos da Tucandeira, festa mais conhecida dos Sateré-Mawé, trazem as Sehay Pooti (boas palavras) ensinando os jovens que dançam suportando a dor da luva de formigas. Mais do que diacríticos de uma identidade indígena, estes mitos e ritos formam um complexo sistema de saberes que delineiam as compreensões Sateré-Mawé sobre suas agências na contemporaneidade. / This thesis was carried out within the scope of the Group of Urban Ethnology of the Centre of Urban Anthropology (USP), discussing the intertwining of education, city and politics from Sateré-Mawés experiences with Higher Education. This work is based on bibliographic, documental research, interviews and, mainly, on the ethnography carried out individually and together with other GEU researchers, which co-participation occurred on the field as well as producing collective field reports. The ethnography focus on the city of Parintins AM (lower Amazon River), on the Parintins Intercultural Pedagogy class (2009-2014) from the University of the State of Amazonas UEA, and their practices between the cities and villages from Andirá-Marau Indigenous Land, mainly the village of Ponta Alegre. Along its five chapters, the ethnography carried out among the Sateré-MAwé is presented in face of discussions about anthropological analytical models of subjects such as city, culture and interculturality, knowledge networks, indigenous higher education, state, politics from and concerning indigenous peoples and festivities. I explore the partial connections engendered by the presence of Sateré-Mawé academics at the university and their circulation between institutions (schools, public offices, etc.), practices (teaching, politics, leisure), events (school fairs, academic events, festivities, soccer) and modes of knowledge and enunciation. I present reflections that had emerged in the dialogue with Sateré-Mawé about the relations engendered by the device of interculturalism, such as their interpretations of the Boi Bumbá Folkloric Festival, the major economic activity in Parintins; and of the project of a Wará Free Academy, the indigenous university proposed by the Sateré-Mawé Producer Consortium. I discuss how they frame their goals of getting a white people education in their cosmopolitics, regarding the Emperors Myth, the guarana system of knowledge and the Tucandeira Dance. The Emperor is a character related to historic events and to the sateré-mawé ability of pacifying and channel whites potencies, now placed on university curriculum and diplomas. The Sateré-Mawé are children of guarana, a teacher plant that turns the warrior ethos into the diplomatic use of good words, necessary to the teachers formation. The chants of Tucandeira, the most known festivity of the Sateré-Mawé, brings the sehay pooty (good words), teaching the dancing youth that bears the pain of the ant gloves. More than diacritics of an indigenous identity, those myths and rites form a complex system of knowledges that outline the Sateré-Mawé understandings of their agencies in the contemporaneity.

Made available in DSpace on 2015-04-22T21:55:47Z (GMT). No. of bitstreams: 1 Jhones Rodrigues.pdf: 4722365 bytes, checksum: ac99791aee7d58ffd2158c97bc6f9123 (MD5) Previous issue date: 2013-09-24 / Fundação de Amparo à Pesquisa do Estado do Amazonas / This study had the following general objective: to analyze how the Corporal Culture shows itself in physical education classes of the indigenous school of elementary school and in everyday community, community - Camanaus Duraka Island/ São Gabriel da Cachoeira/ Amazon. The specific objectives were to analyze the Body Culture in Physical Education classes and to describe how cultural influences manifest occur in the (re) creation of community sports in Island Duraka - Camanaus . Aspects were analyzed daily to do with the body in the way of everyday life of Indigenous Peoples: hunting, fishing, planting and harvesting, the dancing, the making of flour, crafts, body paintings, myths and stories daily, the games, educational activities, weaving a relationship with the Body Culture practiced in regular classes Municipal School Indigenous Marechal Dutra, especially in physical education classes. The theoretical approach was used Geertz (1989) and Malinowski (1975), Laraia (2011) and Weigel (2000), the approaches to culture; Mauss (2003), Daolio (2005) , Soares (2010), Grando (2005, 2010) , Vinha (1999, 2005) Rocha Ferreira (1999, 2005) and Fassheber (2006 ), issues related to Body Culture in diverse contexts. It is a research field that can also be characterized as non- interventional observational , with a qualitative descriptive approach. For data collection we used the field notebook and semi-structured interviews, attended twenty five indigenous people of the community, these being: Indian teachers, Indian parents and Indian leaders. It was important to (re) discover, by the indigenous community, the forms of pedagogical applicability of cultural meanings of body activities - games, plays, dances, parties, short of bodily practices as a way to enhance and encourage the preservation of millennial wisdom of Culture body of Indigenous Peoples . / Este trabalho teve o seguinte objetivo geral: analisar como a Cultura Corporal se mostra nas aulas de Educação Física da escola indígena de Ensino Fundamental e no cotidiano comunitário, na comunidade Ilha de Duraka-Camanaus / São Gabriel da Cachoeira/Amazonas. Os objetivos específicos foram: analisar a Cultura Corporal nas aulas de Educação Física; descrever como ocorrem influências culturais manifestas na (re) criação de modalidades esportivas na comunidade Ilha de Duraka-Camanaus. Foram analisados aspectos ligados ao fazer diário com o corpo no modo de vida cotidiano dos Povos Indígenas: a caça, a pesca, a plantação e a colheita, as danças, a confecção de farinha, de artesanato, as pinturas corporais, os mitos e histórias cotidianas, as brincadeiras, as atividades pedagógicas, tecendo uma relação com a Cultura Corporal praticada nas aulas regulares da Escola Municipal Indígena Marechal Dutra, especialmente nas aulas de Educação Física. Como referencial teórico, foram utilizados Geertz (1989) e Malinowski (1975), Laraia (2011) e Weigel (2000), nas abordagens sobre a cultura; Mauss (2003), Daolio (2005), Soares (2010), Grando (2005, 2010), Vinha (1999, 2005) Rocha Ferreira (1999, 2005) e Fassheber (2006), nas questões referentes à Cultura Corporal em diversos contextos. Trata-se de uma pesquisa de campo que pode ser caracterizada também como observacional não intervencionista, com uma abordagem qualitativa descritiva. Para a coleta de dados foram utilizados o caderno de campo e a entrevista semi-estruturada, das quais participaram vinte e cinco pessoas indígenas da comunidade, sendo estas: professores indígenas, pais indígenas e lideranças indígenas. Foi importante (re) descobrir, junto à comunidade indígena, as formas de aplicabilidade pedagógica de significados culturais de atividades corporais jogos, brincadeiras, danças, festas, enfim das práticas corporais, como forma de valorizar e incentivar a preservação de saberes milenares da Cultura Corporal dos Povos Indígenas.

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-10-20T15:06:41Z No. of bitstreams: 2 Dissertação - Sophia Ferreira Pinheiro - 2017.pdf: 56698362 bytes, checksum: 896097b17235ef4914a076d87608381d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-10-23T10:03:07Z (GMT) No. of bitstreams: 2 Dissertação - Sophia Ferreira Pinheiro - 2017.pdf: 56698362 bytes, checksum: 896097b17235ef4914a076d87608381d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-10-23T10:03:07Z (GMT). No. of bitstreams: 2 Dissertação - Sophia Ferreira Pinheiro - 2017.pdf: 56698362 bytes, checksum: 896097b17235ef4914a076d87608381d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research study aims to outline the trajectory of indigenous film-maker Patrícia Ferreira Pará Yxapy. Patrícia belongs to the Mbyá-Guarani ethnic group and is currently regarded as the most relevant female figure in Brazilian indigenous filmmaking. I attempt to understand her trajectory from the standpoint of the relations she establishes with images to contribute with research on indigenous women and filmmakers and, hence, to understand the paths available for a female indigenous filmmaker in Brazil. I employ audiovisual methods to verify the passage from the representation of an ‘indian image’ – in view of representations brought forth by stereotypical non-indigenous policies – towards the ‘indigenous gaze’. In other words, by focusing on a self-represented and political image as well as on filmmaking from the standpoint of a shared gaze, repertoires, and her own experiences, Patrícia becomes the leading figure of her claims. Therefore, her work opposes the apparent passiveness which is often assigned to the imagery production relation active/man and passive/woman. She distances herself from a romanticized and exotic view (‘of the other’) through appropriations of her discourses, hence performing her own artistic agency in the production of a female indigenous cinematography. There is a tension between borders and their discursive possibilities which have originated from the appropriation of audiovisual technologies that make up hegemonic stances. It is based on this rupture that I carry out an ethnographic experience of video letters, i.e. exchanged videographic messages about a wide range of topics. In this project, they exist between the two of us to show our relationship through images and sounds. In Patrícia’s own words: ‘what I put out used to be inside me’. / Esta pesquisa procura traçar a trajetória da cineasta indígena Patrícia Ferreira Pará Yxapy. Patrícia é Mbyá-Guarani e é atualmente tida como a mulher mais relevante para o cinema indígena brasileiro. Procuro entender sua trajetória a partir das relações que ela estabelece com as imagens a fim de contribuir com os estudos sobre mulheres e cineastas indígenas e, a partir daí, compreender os caminhos de uma mulher indígena cineasta no Brasil. Utilizo métodos audiovisuais para verificar a passagem da representação da “imagem do índio” – diante das representações realizadas por políticas não indígenas estereotipadas – para “o olhar indígena”. Ou seja, com a imagem autorrepresentada e política e o dispositivo cinematográfico a partir do olhar compartilhado, de repertórios e suas experiências, Patrícia torna-se protagonista de suas reivindicações. Portanto, sua obra contrapõe-se ao pressuposto lugar de passividade que é atribuído, frequentemente, à relação de produção imagética ativa/homem e passiva/mulher. Ela afasta-se da visão romantizada e exótica (“do outro”) por meio das apropriações de seus discursos, empreendendo sua própria agência artística na produção de uma cinematografia indígena feminina. Desse modo, deparamo-nos com uma tensão entre fronteiras e suas possibilidades discursivas abertas pela apropriação de tecnologias audiovisuais constitutivas das posições hegemônicas. É a partir dessa fissura que fazemos uma experiência etnográfica de vídeo-cartas, que constituem trocas de mensagens videográficas dos mais diversos temas. Neste projeto, elas existem entre nós duas a fim de mostrar com imagens e sons nossa relação. Como afirma Patrícia: “o que pus para fora estava dentro de mim”.

Cada povo indígena possui um sistema de organização social, aí incluídas as ordenações jurídicas. O estudo das diversas ordenações jurídicas dos povos indígenas e suas relações com os direitos nacionais fez nascer a Antropologia do Direito e, mais tarde, o conceito de pluralismo jurídico. Esse conceito é central para saber como o Estado brasileiro e o Direito dele emanado lida com a multiplicidade de ordenações jurídicas que regulam as comunidades e povos indígenas no Brasil. Trabalhado esse conceito, e fixado o conteúdo e a importância do direito dos povos indígenas de ter respeitadas sua organização social e jurídica, foi feita minuciosa análise das normas do Direito nacional e internacional que permeiam a vida indígena, tendo sempre como referencial a Constituição brasileira de 1988, que, em seu artigo 231 reconhece aos índios sua organização social, costumes, línguas, crenças e tradições, e os direitos originários sobre as terras que tradicionalmente ocupam. Após o exame crítico da legislação, com o objetivo de concluir sobre se a elaboração e a edição das normas se deram de forma consentânea com o pluralismo previsto no artigo 231 e em tantos outros dispositivos constitucionais, foi importante, para responder sobre se o Estado brasileiro reconhece e respeita a organização social e jurídica dos povos indígenas, tratar da elaboração e aplicação da política do Estado brasileiro o que abarcou o trabalho dos Poderes Executivo, Legislativo e Judiciário, além da atividade do Ministério Público e da sociedade civil organizada, principalmente, dos próprios povos indígenas. Avaliou-se se a política indigenista é consentânea com as normas estudadas e com as aspirações dos povos indígenas, enfatizando e historiando o período que compreende os dois mandatos de presidente da República de Luiz Inácio Lula da Silva e os dois primeiros anos da presidenta Dilma Roussef. Para perceber que a necessidade de reconhecimento e respeito às organizações sociojurídicas dos povos indígenas irradia-se por todas as relações sociais dos indígenas e que o único meio de não tolher a sua autodeterminação é a promoção do diálogo intercultural, com o absoluto respeito aos direitos de informação e de consulta sobre toda a atividade que impacte os povos indígenas, e a busca da construção de políticas não homogeneizantes para todas as áreas, mas, sobretudo, a educação, a saúde, a assistência social e as situações de conflito como do indígena com a lei penal. / The study of the rights of indigenous peoples and their relationship with national law led to the Anthropology of Law and, later, legal pluralism. The author studies the rights of indigenous peoples in national and international scope under the focus of legal pluralism. The central question of this thesis is: does the Brazilian state recognize and respect the legal and social organization of indigenous peoples? The 1988 Brazilian Constitution recognizes indigenous peoples\' right to pursue their traditional ways of life and to the permanent and exclusive possession of their \"traditional lands\". The Union has the duty and authority to demarcate these lands, as well as to protect and enforce all of their assets. In order to answer such question, it was necessary to describe the last 10 years of public policy for indigenous peoples in Brazil as well as the participation of indigenous peoples in Brazilian politics. In summary, it was found that the Brazilian state must take into account the characteristics of each indigenous people to improve its policies about territorial recognition, education, health and social care.

Mundialmente multiplicam-se os contextos institucionais em que representantes indígenas são instados a produzirem discursos sobre suas próprias culturas. No Brasil, em particular, emergem, de forma sui generis, os contextos formais de escolarização indígena que se estruturaram ao longo dos anos 90, e se tornaram locus produtivos de enunciados culturais. Essa tese analisa como se deu a constituição da proposta de educação diferenciada como um direito dos grupos indígenas no Brasil. Investiga como se constituiu uma política pública de educação escolar indígena e os percalços pelos quais ela vem passando na medida em que a instituição escolar dissemina-se pelas terras indígenas, Brasil afora. Tomando a formação de professores indígenas como central para a viabilização da propagada educação diferenciada, problematiza os discursos indígenas sobre cultura proferidos a partir da escola indígena. / All over the world, institutional venues giving voice to indigenous representatives have multiplied, compelling them to produce speeches on their own culture. Throughout the 90s, a distinct formal indigenous educational system has emerged, particularly in Brazil, and it serves as a productive locus to enunciate cultural statements. This thesis analyzes the proposal of distinguished education as a right of the indigenous peoples in Brazil. It investigates how a public policy specific for indigenous school education has been structured and the mishaps coming from the spread of the school institution throughout the indigenous lands in Brazil. Taking into account the coaching of indigenous teachers as central for the fulfilment of the disseminated distinguished education, it puts in question the indigenous statements on culture voiced from the indigenous school.

The present study comparatively examined the socio-political and economic transformation of the indigenous Sámi in Sweden and the Indian American in the United States of America occurring first as a consequence of colonization and later as a product of interaction with the modern territorial and industrial state, from approximately 1500 to 1900. The first colonial encounters of the Europeans with these autochthonous populations ultimately created an imagery of the exotic Other and of the noble savage. Despite these disparaging representations, the cross-cultural settings in which these interactions took place also produced the hybrid communities and syncretic life that allowed levels of cultural accommodation, autonomous space, and indigenous agency to emerge. By the nineteenth century, however, the modern territorial and industrial state rearranges the dynamics and reaches of power across a redefined territorial sovereign space, consequently, remapping belongingness and identity. In this context, the status of indigenous peoples, as in the case of Sámi and of Indian Americans, began to change at par with industrialization and with modernity. At this point in time, indigenous populations became a hindrance to be dealt with the legal re-codification of Indigenousness into a vacuumed limbo of disenfranchisement. It is, thus, the modern territorial and industrial state that re-creates the exotic into an indigenous Other. The present research showed how the initial interaction between indigenous and Europeans changed with the emergence of the modern state, demonstrating that the nineteenth century, with its fundamental impulses of industrialism and modernity, not only excluded and marginalized indigenous populations because they were considered unfit to join modern society, it also re-conceptualized indigenous identity into a constructed authenticity.

En el presente artículo exploramos los cambios y continuidades enlas reivindicaciones que sobre el territorio han planteado los pueblosindígenas de la Amazonía peruana a través de sus organizaciones enlas últimas décadas. El objetivo central reside en explicar cómo endistintas coyunturas estas sociedades han enfrentado la defensa de loque consideran una parte esencial de su forma de vida que se hallacada vez más amenazada frente al avance de la sociedad moderna,del capitalismo y de la globalización. Esta revisión nos permitirádesbaratar aquellos argumentos que califican a los indígenas comosujetos pasivos, manipulables y a merced de intereses ajenos; y almismo tiempo, nos permitirá comprender mejor los cambios que sevienen produciendo al interior de las sociedades indígenas en supercepción y en su relación con el territorio. / This article explores changes and continuities in political demandsconcerning territorial rights as they have been articulated byindigenous organizations of the Peruvian Amazon over recentdecades. Its main objective is to demonstrate how particular historicalconjunctures have influenced the ways in which these groups havefocused their efforts in defense of what they consider to be a crucialelement of their way of life, increasingly threatened by incursionsfrom modern society, capitalism and processes of globalization. Theanalysis rejects depictions of the indigenous peoples as passive, opento manipulation by outside interests. At the same time, it provides amore profound understanding of the changes that are taking placewithin indigenous societies with respect to their perception of, andrelationship to, their territories.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2018-09-12T21:25:14Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Silvana Caja Jangarelli_Dissertacao.pdf: 498191 bytes, checksum: 318cabeba8dea43e7dfba0955b37d790 (MD5) / Made available in DSpace on 2018-09-12T21:25:14Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Silvana Caja Jangarelli_Dissertacao.pdf: 498191 bytes, checksum: 318cabeba8dea43e7dfba0955b37d790 (MD5) Previous issue date: 2018-08-30 / This dissertation is linked to the Postgraduate Program in Education of the Oeste Paulista University (known as Unoeste) and to the research line: Public Policies in Education, Formative Processes, and Diversity. The Federal Constitution of 1988 moved forward in the educational policy aimed at indigenous peoples, considering, especially, the proposal of specific and differentiated indigenous school education, bilingualism, and interculturality. These advances constitute the legal guarantee to enable school education and, accomplish the right to education of the indigenous children. The research had as objective the goal of identifying the existence of a hiring and training process of indigenous and indigenist teachers from both state and municipal public-school systems of the Guaíra municipality, state of Paraná, Brazil. To this end, the legal advances made since the Constitution of 1988 were considered, evidencing the demand and all the struggle of the indigenous movement in relation to education. A bibliographical and documentary research was carried out, through survey and analysis of the main legal documents, theses and dissertations repository, as well as specialized literature on this topic. Were considered the documents that address the obligation of federated entities, at both state and municipal levels, to promote training processes in the indigenous language, as well as to hire indigenous teachers. Data regarding the hiring and training of indigenous teachers were collected through the analysis of existing public notices, a survey of documents that evidence the Curriculum and Guidelines of Indigenous Education in the western region of the Paraná state and in the municipality mentioned above. It was found that there are no specific processes of training or hiring for indigenous teachers in the municipality of Guaíra, as well as there are no initiatives at the municipal level for the continuing education of indigenous teachers. On the other hand, the State of Paraná has specific hiring methods for indigenous teachers, however, in the only indigenous school in the municipality, most of the hired teachers are not indigenous. This reality indicates the need to advance existing legislation at the municipal level so that the bilingual and differentiated pedagogical practice can be implemented in schools where there are indigenous students enrolled / Esta dissertação está vinculada ao Programa de Pós-Graduação em Educação da Universidade do Oeste Paulista – Unoeste e à linha de pesquisa: Políticas Públicas em Educação, processos formativos e diversidade. A Constituição Federal de 1988 trouxe avanços na política educacional para povos indígenas considerando, sobretudo, a proposta de educação escolar indígena específica e diferenciada, o bilinguismo e a interculturalidade. Tais avanços constituem-se na garantia legal para viabilizar a educação escolar e efetivar o direito à educação das crianças indígenas. A pesquisa teve como objetivo identificar a existência de processo de contratação e formação de professores índios e indigenistas na rede municipal e estadual do município de Guaíra, estado do Paraná. Para isso, considerou os avanços legais ocorridos a partir da Constituição de 1988, evidenciando a demanda e luta do movimento indígena com relação à educação. Foi realizada a pesquisa bibliográfica e documental, por meio do levantamento e análise dos principais documentos legais, banco de teses e dissertações, bem como da literatura especializada referente à temática. Consideraram-se os documentos que trazem a obrigatoriedade dos entes federados, em nível estadual e municipal, em promover processos de formação na língua indígena, bem como efetuar a contratação de professores indígenas. Foram levantados dados sobre o procedimento de contratação e formação dos professores indígenas por meio da análise dos editais existentes, levantamento dos documentos que evidenciam o Currículo e as Diretrizes da Educação Indígena no oeste do estado do Paraná e no município supracitado. Constatou-se que não há processos de formação e contratação específicos para professores indígenas no município de Guaíra, assim como não há inciativas em âmbito municipal para a formação continuada dos professores indigenistas. Em contraponto o Estado do Paraná possui formas de contratação específica para professores indígenas, entretanto, na única escola indígena no município a maioria dos professores contratados não são indígenas. Essa realidade indica a necessidade de avançar na legislação existente no âmbito municipal para que a prática pedagógica bilíngue e diferenciada seja implementada nas escolas onde existem alunos indígenas matriculados

MRDV / Institute for Rural Development / In most poverty-stricken countries, edible indigenous plants (EIPs) have been an ever-present component of the household food and nutrition security equation since time immemorial. The place of these plants in the household food and nutrition debate and matrix is unclear. Yet, their existence lessens the impact of food and nutrition insecurity on household livelihoods. A study that was premised on the view that the types of EIPs within their local context is important although cultural domains limit the extent of their utilisation was conducted in Muchesu Ward of Binga District in north-western Zimbabwe. The study was born out of the realisation that there was inadequate scientifically generated information on how communities benefit from the EIPs. Of interest was how prevailing global environmental and economic changes influenced household food and nutrition security. Furthermore, it was evident that new approaches were needed to help build an understanding of where EIPs fitted within the food and nutrition security debate and matrix. The main objective of the current study was to characterise EIPs and examine their role in combating food and nutrition insecurity. Exploratory and phenomenological designs were used during characterising EIPs. Respondents were purposively sampled. Data were collected through participatory mapping, transect walks, focus group discussions, seasonal diagramming, key informant interviews and observation. Scoring, matrix ranking, and thematic content analysis were used to analyse the data. Inventories revealed that EIPs were available, accessible and utilised in various ways. Identified EIPs were classified according to the parts that were eaten namely: leafy vegetables, fruits, and tubers. Forty-seven leafy vegetables, 36 fruits and 26 tubers regarded as EIPs were identified. Seasonal availability of EIPs varied across the months of the year. Use of leafy vegetables peaked during the rainy season. Fruits were available in most months of the year although a considerable number of types was available and harvested during the rainy season. Tubers were also available in varied months of the year. Timing was crucial for harvesting tubers. The preparation of 20 EIPs and their uses were documented considering their medicinal properties and other uses. It was noted that some plants were edible and had medicinal value. Considering the observations made in the study, the following conclusions and recommendations were proposed: (1) Conservation and improved ways of harvesting EIPs so as to enhance their sustainability; (2) Produce seasonal calendars to help assess when a certain community is likely to be food insecure; and (3) Conduct further research focusing on the nutritional content of identified plants, which would enable better decision making with respect to household and community nutrition security. / NRF

This work deals with the issues of cultural identity of ethnic groups in the modern Mexican society, explores its characteristics and essence and searches for possibilities of its maintenance. The central question is, which way indigenous groups can develop their culture freely in the modern Mexican society, and so keep their own peculiarity and identity. The main instrument is a case study of Nahua communities occupying the territory of the Northeastern mountain range of the Mexican state of Puebla, which is in the sphere of influence of the organization called Unión de Cooperativas Tosepan Titataniske, seeking to improve the standard of living and strengthen the cultural identity of the villagers in the region. An ethno-historical study of the Nahua communities living in the particular region, completed with an analysis of the contemporary inhabitants' cultural identity based on a field research, shows that indigenous cultures can keep their identity in spite of significant external interference into their traditional way of life in the course of centuries and that the continuity of their identity is not dependent on maintaining concrete, time conditioned cultural manifestations. On the contrary, important factors for keeping cultural identity are the functional continuity of a given group and...