Made available in DSpace on 2016-04-27T16:34:06Z (GMT). No. of bitstreams: 1 Elio Fonseca Pereira.pdf: 1314692 bytes, checksum: 71b69883f09ad533bde795fd946a7e11 (MD5) Previous issue date: 2010-05-07 / Fundação Ford / This research examines the history of Indigenous Movement's participation in the creation of indigenous schools in the municipality of Santa Isabel do Rio Negro - Amazonas - Brazil and teaching them the changes that occurred between the years 1990 to 2009, a period of transformation socio-political-cultural of the region. The research is based on the concepts of Indigenous Education School, Indigenous Movement, Intercultural Education and Curriculum. In the construction of a 'school of indigenous Indians "has been the conviction that the participation of the peoples in the process of setting up and running is essential. The study uses written documents (school records, decrees, ordinances, laws, reports of meetings) and social memory through interviews with a representative of religious institution and government, life history with teachers, parents and indigenous leaders. The research is of a qualitative analysis that examines the various sources concerning the history and socio-political-cultural city. The analysis is based on a historical perspective to the study of indigenous schools, highlighting the conflict and the different subjects who have participated in the creation and provision of school education in the relations between indigenous peoples and the institutional sectors involved / Esta pesquisa analisa a participação do Movimento Indígena no processo de criação das escolas indígenas do município de Santa Isabel do Rio Negro, Amazonas/Brasil, e as mudanças pedagógicas nelas ocorridas entre os anos de 1990 e 2009, período de transformação sócio-político-cultural da região. A pesquisa baseia-se nos conceitos de Educação Escolar Indígena, Movimento Indígena, Educação Intercultural e Currículo. Na construção de uma escola indígena dos índios tem-se a convicção de que a participação dos próprios indígenas no processo de sua criação e funcionamento é fundamental. A pesquisa utiliza documentos escritos registros escolares, decretos, portarias, leis, relatórios de assembléias , entrevista com representante de instituição religiosa e governamental e história de vida de professores, pais e lideranças indígenas com abordagem qualitativa que permitiu a análise das diversas fontes referentes à atual situação sócio-político-cultural do município. A análise fundamenta-se numa perspectiva histórica para o estudo das escolas indígenas, evidenciando os conflitos e os diferentes sujeitos que participam na criação e constituição da educação escolar em suas relações entre as populações indígenas e os setores institucionais envolvidos

<p>The purpose with this study is to investigate the experiences some adult Romans have of co-operation between Romani parents and school. The study is based on interviews and has been inspired of critical ethnography and hermeneutic theories. What views have the Romani adults and parents on parental co-operation with school? Which strategy do they see as a practical way for improved parental co-operating with school? The study show that the Romani parents who participated in this study do want a very close co-operation and have used strategies of open communication and giving suggestion on how to co-operate with the schools. One of the informants has had the opportunity to give an in-dept interview and this gives an example of a more diversified picture of the Romani parental patterns in relation to school. The adult Ro-mani group that has been interviewed thinks that a close co-operation with school is very im-portant. One suggestion of improvement from the interviewers is teacher-assistans to improve the schools parental co-operation. There where also suggestions that educational efforts of the school is needed for all students and to include knowledge about who the Romani people are and about their history, culture and language. Some of the parents even showed examples of giving suggestions to teachers to increase the contact by writing in a dairy for each student. The parents in this study also reports of institutionalized antigypsyism and discrimination. In that view the in-dept interview gives an explanation to why the co-operation is believed to be so crucial. There is a fear that the public authorities in somewhat way would hurt the Romani children.</p>

The purpose with this study is to investigate the experiences some adult Romans have of co-operation between Romani parents and school. The study is based on interviews and has been inspired of critical ethnography and hermeneutic theories. What views have the Romani adults and parents on parental co-operation with school? Which strategy do they see as a practical way for improved parental co-operating with school? The study show that the Romani parents who participated in this study do want a very close co-operation and have used strategies of open communication and giving suggestion on how to co-operate with the schools. One of the informants has had the opportunity to give an in-dept interview and this gives an example of a more diversified picture of the Romani parental patterns in relation to school. The adult Ro-mani group that has been interviewed thinks that a close co-operation with school is very im-portant. One suggestion of improvement from the interviewers is teacher-assistans to improve the schools parental co-operation. There where also suggestions that educational efforts of the school is needed for all students and to include knowledge about who the Romani people are and about their history, culture and language. Some of the parents even showed examples of giving suggestions to teachers to increase the contact by writing in a dairy for each student. The parents in this study also reports of institutionalized antigypsyism and discrimination. In that view the in-dept interview gives an explanation to why the co-operation is believed to be so crucial. There is a fear that the public authorities in somewhat way would hurt the Romani children.

This qualitative study was guided by the framework of Intercultural Communicative Competence (ICC). In Canada, although researchers recognize that learning French through a cultural context will promote understanding and acceptance of cultural diversity, as well as the learning of the target language, there is little evidence to support the ways in which this methodology may influence the learning of elementary Core French students. The purpose of this study was to investigate the ways in which a group of Grade 4 students, from an English community, perceived their peers from a French community, and to describe any changes in their attitudes toward learning French as a Second Language in response to the opportunity to learn through a cultural context. This action research study used a questionnaire, an observation checklist of task-related behaviour, and semi-structured group photo-interviews to explore 15 Grade 4 students’ perceptions and attitudes in response to a new research-based teaching approach. As the cultural exchange unfolded, I sought evidence of the three savoirs (that according to the ICC model, primary students have the ability to develop), in order to promote interculturality: savoir être (related to students’ attitudes towards the other students), savoirs (related to knowledge of the other culture), and savoir apprendre/faire (related to behaviour toward the other culture). Results indicated that students showed evidence of two savoirs: savoir être and savoirs. Savoir apprendre/faire, however, was not shown. In addition to the two savoirs, the exchange promoted the learning of French in the classroom, and supported the development of students’ confidence in communicating in French. The findings of this study contribute to the teaching of Elementary Core French in Ontario, by providing valuable insights into the possible ways that learning French through an intercultural experience holds potential in developing students’ communication abilities as well as awareness and acceptance of otherness, which is the bedrock upon one can develop effective communicators in the target language. / Thesis (Master, Education) -- Queen's University, 2014-04-23 18:35:56.721

Σκοπός της έρευνας είναι η ανάδειξη στοιχείων και όψεων της υποκειμενικότητας των παιδιών πολιτισμικά διαφορετικών ομάδων σε μια χώρα υποδοχής, των κοινωνικών διαμεσολαβήσεων που τη διαμορφώνουν μέσω των υποκειμενοποιήσεων που συνεπάγονται, καθώς και των υποκειμενικών νοηματοδοτήσεων ως προς την εθνική καταγωγή και την προσωπικότητά τους. Επιπρόσθετο σκοπό αποτελεί η σύγκριση σε όλα τα πιο πάνω επίπεδα των αποτελεσμάτων σε δύο χώρες υποδοχής μεταναστών, την Ελλάδα και την Κύπρο. / The aim of the study is to investigate and to define subjectivity aspects of children from culturally different groups in a receiving country. The definition of subjectivity derives from the investigation of social mediations, subjectifications, and children’ s subjective opinions for their national and personal orientation. An additional aim is to compare the results of the study in two immigrant receiving countries, Greece and Cyprus.

I den här uppsatsen undersöker jag hur ett antal läroböcker i svenska som andraspråk bidrar med ett interkulturellt perspektiv genom textanalys. Granskningen av läroböckerna utgår fårn Lahdenperäs (2004) interkulturella läroprocesser som utgörs av tre aspekter för lärande och förståelse kring andra och den egna kulturen. Det är ett antal texter från läroböckerna som granskas genom närläsning vilka har valts ut efter läsning av rubrikerna som antyder interkulturalitet. Syftet med min undersökning har varit att ta reda på hur ett interkulturellt perspektiv förmedlas i de utvalda texter som granskats. Undersökningen har visat att läroböckerna stödjer ett interkulturellt perspektiv. Vidare har min granskning visat att läraren har en avgörande roll för det interkulturella perspektivet i undervisningen. / In this essay, I examine how a number of textbooks in Swedish as a second language helps with an intercultural perspective through text analysis. The review of textbooks are based on Lahdenperäs (2004) intercultural learning processes which consists of three aspects of learning and understanding of others and their own culture. There are a number of texts from the textsbooks examined by close reading which were selected after reading the headlines that suggest interculturalism. The purpose of my study was to find out how the intercultural approach is visualized in the selected texts that were examined. The investigation has shown that the textbooks support an intercultural perspective. Furthermore, it shows that teachers have a crucial role for the intercultural perspective as part of the teaching.

The diploma thesis focuses on the definition of intercultural education and its key concepts and methods of its application within formal and informal education. It surveys the present situation in the area of intercultural education in Europe and in the Czech Republic. The thesis closes with a brief outline of possible applications for intercultural education within free time of present-day youth.

The presente eassy is the result of a qualitative research was done in order to review in the intercultural perspective the possibilities and challenges according to approach of the Teaching the Nature of Science at High School, in a Riversidade School, located in na island. In the State of Pará. For this purpose, it was sought through: a) To identify some assumptions that underlie or can substantiate the teaching of Natural Sciences, in the perspective of Intercultural Education; b) To analyze the teaching of Natural Sciences, Elementary and High School, proposed in the school, establishing relations with the official guidelines and the scientific productions that base the modality of Education of the Field and the teaching of Natural Sciences; c) To elaborate a didactic sequence based on the proposal of Thematic Research for the teaching of Natural Science, focusing on Teaching Chemistry in the perspective of Intercultural Education. We are based on the assumptions of intercultural education proposed by Walsh (2000) and in the Brazilian context by Fleuri (2003, 2012), approaching Freire's thematic research proposal (2004, 2005, 2006) for the elaboration of the didactic sequence. The research was carried out in a riverside school located in Ilha das Cinzas - the researcher's home - in the municipality of Gurupá, in the Marajó archipelago, State of Pará. The subjects of this research were: two male residents and one female resident of the community, the science teacher, the school coordinator and the high school students, 17 female students and 1 male student. Data were collected through documentary analysis, interviews, observations and elaboration of a didactic sequence. Moreover the interviews with the residents, pedagogical coordinator and the Sciences’ teacher and with the observations, we find this teaching - similar to teaching in the other areas of knowledge in this school - presents several challenges, accordingly with regard to teacher training, times and school spaces and specific didactic materials. With the observations and documental analysis in the Teaching of Natural Sciences, we identified that the proposal of the High School project, more forcefully, does not consider the characteristics and specificities of the population of the riverside community and distance itself from the proposal of the Curricular Guidelines of the Education of the Field. On the basis of this, in search of an education that takes into account the cultural aspects of the community, valuing its knowledge, encouraging this relationship between subjects, promoting the encounter, narrowing these relations, we elaborate a proposal for the Teaching of Natural Sciences / Chemistry, using the thematic research of Freire, starting from the re-reading of intercultural education, as a possibility that is closer to the demands of education in the reality of the riverside school, considering its possibilities and challenges. / A presente dissertação é fruto de uma pesquisa qualitativa descritiva do tipo estudo de caso que teve o objetivo analisar na perspectiva intercultural possibilidades e desafios para a proposição do ensino de Ciências da Natureza no Ensino Médio, em uma Escola Ribeirinha, localizada em uma ilha no estado do Pará. Para isto, buscou-se: a) Identificar alguns pressupostos que fundamentam ou possam fundamentar o ensino de Ciências da Natureza na perspectiva de educação Intercultural; b) Analisar o ensino de Ciências da Natureza, no Ensino Médio, proposto na escola, estabelecendo relações com as orientações oficiais e as produções científicas que fundamentam a modalidade de ensino Educação do Campo e o ensino de Ciências da Natureza; c) Elaborar uma sequência didática com base na proposição de Investigação Temática para o ensino de Ciências da Natureza, com foco no Ensino de Química na perspectiva de Educação Intercultural. Fundamentamo-nos em pressupostos da educação intercultural proposto por Walsh (2000) e no contexto brasileiro por Fleuri (2003; 2012), aproximando da proposta de investigação temática de Freire (2004; 2005; 2006) para a elaboração da sequência didática. A investigação foi realizada em uma escola ribeirinha localizada na Ilha das Cinzas – local de origem da pesquisadora - no município do Gurupá, pertencente ao arquipélago do Marajó, estado do Pará. Os sujeitos dessa pesquisa foram: dois moradores e uma moradora da comunidade, o professor de Ciências, a coordenadora da Escola e os estudantes do Ensino Médio, sendo 17 alunas e 1 aluno. Os dados foram coletados por meio da análise documental, entrevistas, observações e elaboração de uma sequência didática. Como resultado das entrevistas com os moradores, coordenadora pedagógica e o professor de Ciências e com as observações, constatamos que esse ensino – semelhante ao ensino nas demais áreas do conhecimento nessa escola – apresenta diversos desafios, principalmente no que se refere à formação de professores, tempos e espaços escolares e materiais didáticos específicos. Com as observações e análise documental no Ensino de Ciências da Natureza, identificamos que a proposta do projeto do Ensino Médio, de forma mais contundente, não considera as características e especificidades da população da comunidade ribeirinha e se distância da proposta das Diretrizes Curriculares da Educação do Campo. Com base nisso, em busca de um ensino que leve em consideração os aspectos culturais da comunidade, valorizando seus saberes, incentivando essa relação entre sujeitos, promovendo o encontro, estreitando essas relações, elaboramos uma proposta para o Ensino de Ciências da Natureza/Química, utilizando a investigação temática de Freire, a partir da releitura na perspectiva da educação intercultural, como possibilidade que mais se aproxima das demandas pela educação na realidade da escola ribeirinha, considerando suas possibilidades e desafios. / São Cristóvão, SE

[pt] O presente trabalho teve por objetivo conhecer concepções e práticas voltadas para a promoção do ensino intercultural de Artes Visuais na educação escolar. Ele partiu do entendimento da ancoragem histórico-social da ideia de arte hegemônica que tem produzido a inexistência das artes dos povos subalternizados historicamente por processos de outrificação e periferização que as confina ao passado da história da arte. O referencial teórico articula os conceitos de interculturalidade crítica (WALSH, 2009, 2011), a concepção de educação intercultural crítica (CANDAU, 2006, 2009a, 2009b, 2014, 2016) e a ecologia de saberes (SANTOS, 2006, 2008, 2010) em interlocução com as concepções de ensino de Artes Visuais pós-modernista (BARBOSA, 1981, 1998, 2002, 2005), ensino intercultural de artes (RICHTER, 2002, 2003, 2008; MASON, 2000), currículo integrado e disciplina mal estruturada (PARSONS, 2005) e arte pós-autônoma (CANCLINI, 2012). Foi realizado um estudo de caso sobre a interculturalidade e o ensino de Artes Visuais no Colégio Pedro II utilizando principalmente entrevistas semi-estruturadas. Os resultados apontam para a existência de um ensino de artes out of the box, baseado nos conceitos de arte como experiência e arte em campo expandido, que vem investindo na interculturalidade como princípio epistemológico a partir da conjugação das práticas de atelier com histórias de vida dos/as alunos/as; do currículo por eixos temáticos contaminado pela arte contemporânea e a arte popular, com ênfase nas artes indígenas, africanas e afro-brasileira; da formação docente continuada em serviço com foco nas noções de professor/a-pesquisador/a e professor/a-curador/a; do ensino de Artes Visuais antirracista articulado com a identidade cultural de seus/suas praticantes. Essa perspectiva articula-se com as demandas por justiça cognitiva para uma educação digna e tem colocado em questão o conceito de qualidade do ensino de Artes Visuais presidido pela história da arte de raiz única - linear e eurocêntrica. / [en] The present paper had as main objective to gather practices and conceptions aimed at the promotion of intercultural teaching of Visual Arts in school education. Based on the understanding that the social-historical idea of hegemonic art has produced the non-existence of the arts among the subordinated people by processes of outrification and peripherization (exclusion to periphery) restricting them in the past of the history of the art. The theoretical reference articulates the concepts of critical interculturality (WALSH, 2009, 2011), the conception of intercultural critical education (CANDAU, 2006, 2009a, 2009b, 2014, 2016) and the ecology of knowledge (SANTOS, 2006, 2008, 2010) in connection with the conceptions of post-modernism visual arts teaching (BARBOSA, 1981, 1998, 2002, 2005), intercultural teaching of arts (RICHTER, 2002, 2003, 2008; MASON, 2000) integrated curriculum and poorly structured disciplines (PARSONS, 2005) and post-autonomous art (CANCLINI, 2012). A case study of the interculturality and Visual Arts at Colégio Pedro II was undertaken, mainly using semi-structured interviews. The results point out the existence of an out-of-the-box arts teaching based upon the concepts of arts as experience and art in large field which has invested in interculturality as the epistemological source of workshops where students tell their life stories; of the curriculum by thematic main points touched by contemporaneous art and pop art, with emphasis on native, African and Afro-Brazilian art; of ongoing teacher training with focus on the meaning of the relationship between teacher/researcher and teacher/curator; of antiracist visual arts teaching connected to the cultural identities of the practitioners. This perspective is in articulation with the demands for cognitive justice and a dignified education and has put forward as a critical issue the concept of quality of visual arts teaching controlled by the single root history of art - linear and Eurocentric.

Der Artikel stellt eine musikdidaktische Perspektive dar, die ihren Ausgang bei der Frage nimmt, ob und wie Musik im Musikunterricht erscheint, sofern das Phänomen Musik nur in erfüllter Praxis erscheint. Erfüllte Praxis wird verstanden als eine gelingende Konstellation verschiedener Situationsmerkmale wie Wahrnehmungsinteressen, Themen, Vollzugs-, Interaktions- und Kommunikationsweisen der beteiligten Personen. Nach einer erfahrungsbezogenen Einleitung wird im ersten Abschnitt der Praxisbegriff als Dreh- und Angelpunkt der musikdidaktischen Theorie und auch Videographie dargestellt. Im zweiten und dritten Abschnitt werden ästhetische Praxis und kulturelle Bedeutung als allgemeine Form und inhaltliche Konkretisierung erfüllter Praxis dargestellt. Zweimal vier Kriterien für die Analyse und Gestaltung von erfüllter Praxis im Musikunterricht (=SchulMusik) werden ausgewiesen und mit den gemeinsamen Videos des Symposions und des Buchs veranschaulicht. Über den deskriptiven Kern des Artikels hinaus, der auf normative Setzungen verzichtet, wird in einem Exkurs ein musikdidaktisches Modell „Musikpraxen erfahren und vergleichen“ entworfen. / The article constitutes an approach on music education, which takes its starting point from a question: Does music appear in music lessons and how, assuming the phenomenon music appears in fulfilling praxis only. Fulfilling praxis is defined as a meaningful constellation of different characteristics, such as the attitude of perception, the topic, the ways of action, interaction and communication of the participating people. The introduction leads from observations in school settings to the keypoints of music didactics, focusing on three different scientific parts of the related issues. Part one portrays “praxis” as the key issue connecting different theories ranging from epistemology to videography. Part two and three depict aesthetical praxis as general form and culture-related meaning as specification of fulfilling musical praxis. Two times four criteria identify aesthetical and cultural aspects of fulfilling musical praxis in the classroom (=SchoolMusic) and are illustrated by the joint music lessons on DVD, which are appended to the book. While the main emphasis of the article is descriptive and does not aim for normative purposes, an excursus drafts a model of music education called “Experiencing and comparing different kinds of musical praxis”.