Made available in DSpace on 2015-05-07T14:27:03Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 605374 bytes, checksum: c8afe3d73a84011c173c644c23e28c92 (MD5) Previous issue date: 2011-03-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper begins with the study of the trajectory of Black identity construction in Brazil from the controversial Abolition of Slavery and the precarious integration of Black people in class society, based mainly on the studies of Florestan Fernandes. Building on the analysis of that historical event, it is argued in favor its social impact on Black people s lifes has had far-reaching effects on shaping Black identity and has finally required Black Movement`s action meant to move political and social structures based on deep-rooted discriminating and stigmatising standards. Reversal of theses ideologically based standards is argued to be possible through education, chiefly intercultural, with anti-racist bias. It examines the effectiveness of Brazilian Federal Law n. 10.639/03, which made mandatory the inclusion of Afro-Brazilian and African Culture and History in primary education school curriculum, as a means for promoting racial equality through the inquiry of its application at municipal schools in the city of João Pessoa. The paper is methodologically structured on the concepts of ideology, identity, multiculturalism and interculturality, with this last one as the main proposed conclusion reached by its author. It is built on the work of the following theoreticians: Charles Taylor and Stuart Hall. / O presente trabalho, em seu início, dedica-se a estudar a trajetória da construção identitária negra no Brasil a partir do advento polêmico da abolição e da precária integração do negro na sociedade de classes, fazendo-o principalmente com base nos estudos de Florestan Fernandes. A partir da análise desse momento histórico, defende-se que sua repercussão na vida dos negros influenciou profundamente a formação da identidade negra, e acabou por demandar a atuação do Movimento Negro no sentido de fazer mover as estruturas sociais e políticas fortemente sedimentadas em referenciais negativos e estigmatizantes. A reversão de tais referenciais ideologicamente criados é proposta aqui a partir da educação, notadamente da educação intercultural, sob o viés antirracista. Analisa-se a efetividade da Lei 10.639/03, que tornou obrigatória a inclusão, no currículo oficial da rede básica de ensino, da temática História e Cultura afro-brasileira e africana, como meio conducente à promoção da igualdade racial a partir da investigação da realidade de sua aplicação no âmbito das escolas municipais de João Pessoa. O trabalho estrutura-se metodologicamente nos conceitos de ideologia, identidade, multiculturalismo e interculturalidade, consistindo esta última na principal sustentação conclusiva do autor. São autores teóricos que fundamentam este trabalho: Charles Taylor e Stuart Hall.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-27T13:29:06Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Mayara Barbosa Viandelli Mundim - 2014.pdf: 2517543 bytes, checksum: 21cda41e4f3ea8fdc3e0271e14fbf1a4 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-28T11:10:36Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Mayara Barbosa Viandelli Mundim - 2014.pdf: 2517543 bytes, checksum: 21cda41e4f3ea8fdc3e0271e14fbf1a4 (MD5) / Made available in DSpace on 2015-01-28T11:10:36Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Mayara Barbosa Viandelli Mundim - 2014.pdf: 2517543 bytes, checksum: 21cda41e4f3ea8fdc3e0271e14fbf1a4 (MD5) Previous issue date: 2013-08-02 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The proposal of analyzing the historical ideas of children from different cultural contexts has the aim of evaluating the reaching of theoretical references, that conducts the field of Didactics of History in Brazil and the intercultural approaches in the education of History. This research comes from a paradox lived in the classroom. In one side, the politics of ethnic and races. On the other side, the presence of Eurocentric tales in books as much as in teachers' and students' conversation. The experience in the course of Intercultural Education for Indian Teachers opened new perspectives of analyses about this question, as showed other problems that mark the conflituous relations between the indian and non-indian societies. Beyond the land questions, as are frequently showed in the media, we aim to ascertain the different ways of narrating the being in the world, so that we can think about an intercultural historical learning that treats the diversity in a more embracing way than the antiracists speeches. / A proposta de analisarmos as ideias históricas de crianças pertencentes a diferentes contextos culturais tem como principal objetivo avaliar o alcance dos referenciais teóricos, que orientam o campo da Didática da História no Brasil, e as propostas de abordagens interculturais no ensino de história. Esta pesquisa parte de um paradoxo vivenciado em sala de aula. Por um lado, as políticas públicas educacionais com as determinações legais sobre a educação para as relações etnicorraciais. Por outro, a presença de narrativas essencialmente eurocêntricas, tanto nos livros didáticos quanto nas expressões de grande parte dos estudantes e dos professores. A experiência no curso de Educação Intercultural para Professores Indígenas abriu novas perspectivas de análise acerca desta questão assim como apresentou outras problemáticas que marcam as relações conflituosas entre sociedades indígenas e não indígenas. Para além das questões territoriais, como habitualmente são representados estes conflitos na mídia, a subalternização das formas de lidar com os marcadores temporais, de elaborar e de comunicar os saberes se constituem como fatores que balizam a relação entre Estado Nacional e Territórios Indígenas. Neste sentido, nos propomos aqui a verificar diferentes formas de narrar o ser e estar no mundo, para então pensarmos uma aprendizagem histórica intercultural que reconheça/amplie os limites de nossas orientações conceituais e trate a diversidade de forma mais contundente que os atuais discursos antirracistas.

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-09-15T17:05:28Z No. of bitstreams: 2 Dissertação - Lorenna Isabella Pereira Souza - 2017.pdf: 4409514 bytes, checksum: 5dafff3ea7692a0b7520ac3691e1d498 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-18T11:47:59Z (GMT) No. of bitstreams: 2 Dissertação - Lorenna Isabella Pereira Souza - 2017.pdf: 4409514 bytes, checksum: 5dafff3ea7692a0b7520ac3691e1d498 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-18T11:47:59Z (GMT). No. of bitstreams: 2 Dissertação - Lorenna Isabella Pereira Souza - 2017.pdf: 4409514 bytes, checksum: 5dafff3ea7692a0b7520ac3691e1d498 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This is a pioneering study of the Karajá indigenous community of Bdeburè village. This community was formed in 2001 by indigenous people who migrated from the former and now extinct Tytema village, which was located on Bananal Island, Mato Grosso state, to another territory that is very close to the city of Aruanã, in the state of Goiás. Other indigenous people who lived in Buridina were also joined, another Karajá village is also near the city of Aruanã (GO). This paper aims to describe the sociolinguistic reality of the Bdeburè community, as well as to investigate the feelings and linguistic attitudes of its members. It is known that linguistic attitudes have a great influence on the process of linguistic change in a diglossia environment, so it is our intention to observe how this environment and the Portuguese language are interfering in the linguistic attitudes of adults, but especially of children, who guarantee the future vitality of the minority language in the community. To that end, we will rely on authors who reflect on situations of linguistic conflict, diglossic environment and vitality of minority languages, such as the authors Grosjean (1982), Hamel (1984, 1988, 1993, 2003), Pimentel da Silva (2009; 2015), Meliá (1988) and Maturana (2002). As this work presupposes a research that involves feelings and attitudes, we chose as main research methodology the transmetology (MALDONADO, 2008), which allows the sum of diversified research methods that best fit the objectives of the study. Among the several methods that participated in the construction of the methodology, we highlight the ethnography (GEERTZ, 2015) and the interviews of a deep and participatory nature (HAMEL, 1988; MOREIRA and CALEFFE, 2008). Although not definitive, the results point to positive attitudes on the part of the Bdeburè natives, both adults and children, which favors linguistic vitality. However, the hostile and diglossic environment that the non-indigenous community represents puts at risk the continuity of positive attitudes, especially regarding children who are subject to a monolingual non-indigenous education in Portuguese. For this reason, this work also strives to demonstrate the great importance of bilingual intercultural education for the maintenance of positive linguistic attitudes that contribute directly to the linguistic vitality of the Karajá language in Bdeburè. / Este é um estudo pioneiro sobre a comunidade indígena Karajá da aldeia Bdeburè. Esta comunidade foi formada em 2001 por indígenas que migraram da antiga e já extinta aldeia Tytema, que se localizava na Ilha do Bananal, no estado do Mato no estado de Goiás. Juntaram-se a eles, também, outros indígenas que viviam na aldeia Buridina, também Karajá. Este trabalho dispõe-se a descrever a realidade sociolinguística da comunidade de Bdeburè, bem como investigar os sentimentos e atitudes linguísticas de seus integrantes. Sabe-se que as atitudes linguísticas têm grande influência no processo de mudança linguística em ambiente diglóssico. Por isso, este estudo buscou apontar as diferentes maneiras que este ambiente e, também, a língua portuguesa interferem nas atitudes linguísticas dos adultos e, principalmente, das crianças, que garantem a futura vitalidade da língua minorizada na comunidade. Para isso, este estudo embasou-se teoricamente em autores que refletem sobre questões de conflito linguístico, de ambiente diglóssico e de vitalidade de línguas minorizadas, como Grosjean (1982), Hamel (1984; 1988; 1993; 2003), Pimentel da Silva (2001; 2009; 2013; 2015), Meliá (1988) e Maturana (2002). Como este trabalho pressupõe uma pesquisa que envolve sentimentos e atitudes, optou-se, como principal metodologia de pesquisa, a denominada transmetodologia (MALDONADO, 2008), a qual permite a soma de diversificados métodos de pesquisa que melhor se adaptem aos objetivos do estudo. Entre os diversos métodos que participaram da construção da metodologia, destacamos a etnografia (GEERTZ, 2015) e as entrevistas de caráter profundo e participativo (HAMEL, 1988; MOREIRA e CALEFFE, 2008). Os resultados apontam para atitudes positivas por parte dos Karajá de Bdeburè, tanto adultos quanto crianças, o que favorece a vitalidade linguística. Entretanto, o ambiente hostil e diglóssico que a comunidade não indígena representa coloca em risco a continuidade das atitudes positivas, principalmente, quanto às crianças, que estão submetidas a uma educação não indígena monolíngue e monocultural, em língua portuguesa. Por esse motivo, este trabalho se empenhou, também, em demonstrar a grande importância da educação intercultural bilíngue para a manutenção das atitudes linguísticas positivas que colaboram diretamente para a vitalidade linguística da língua Karajá em Bdeburè.

The purpose of this essay, is to investigate how preschool pedagogues support mother tongue development. The research questions guiding our study were the following: What activities encourage mother tongue development? What approach do pedagogues have towards mother tongue development?  The theoretical framework used to guide the collection and analysis the empirical material is social-cultural theory, and the related concepts of mediation and diversified normality. Data collection was accomplished through and on-line free-text survey of pedagogues one pre-school. Seven of twelve pedagogues participated.   In summary, we found that the pedagogues had a predominantly positive outlook on mother tongue pedagogy. The participants also gave suggestions on how one can work with mother tongue in pre-school, and how these suggestions are encouraging for developing children´s mother tongue. Through our data we also found that the work with the Swedish language happens on a day-to-day basis, but as for the activities with mother tongue they occur more sporadically. A reason for this can be that knowledge for the mother tongue the pre-schoolers have is something that the pedagogues lack knowledge in.

[pt] Contribuir para a construção de uma educação de qualidade, uma escola para todos/as, tem sido um dos grandes desafios encontrados por aqueles/as que trabalham com a formação de professores/as. Sabe-se que a sociedade está em constante movimento e a escola brasileira necessita acompanhar as transformações ocorridas ao longo dos tempos. Pensar em educação no Brasil atualmente é pensar em diferentes sujeitos que estão configurados por identidades híbridas e são atores em diferentes realidades. Nesse sentido, trata-se não somente de respeitar as diferenças, mas também de desafiar práticas homogeneizadoras que abafem a pluralidade cultural. Como professora de Educação Física me preocupo com as questões deste campo, procurando compreender de que forma esta disciplina escolar pode contribuir para uma vivência pedagógica mais igualitária, onde todos/as possam ser contemplados/as a partir de seus anseios e necessidades. O presente estudo tem como objetivo identificar de que forma as questões acerca da diferença cultural são discutidas nos cursos de formação de professores/as de Educação Física e para isso o curso de Licenciatura em Educação Física da Universidade Federal do Rio de Janeiro foi escolhido como estudo de caso. Foram analisadas as Diretrizes que regem o curso, seu Projeto Político Pedagógico e os programas das disciplinas oferecidas. Também foram observadas as aulas de cinco disciplinas do curso e por fim foram realizadas entrevistas com docentes, discentes, coordenadora do curso e diretor da instituição. Pude concluir que a formação de professores/as de Educação Física ainda se apresenta fortemente impregnada pelo viés esportivista que faz parte da história do campo, mas que iniciativas que visam a inclusão de todos/as nas aulas desta componente curricular se encontram presentes nas estratégias de formação destes/as futuros/as professores/as. Defendo a educação intercultural como a perspectiva que pode nos oferecer caminhos e respostas para a realização de um processo educativo que contemple todos/as os/as discentes, respeitando suas identidades, dando possibilidades para um diálogo igualitário e inclusivo, permitindo assim que a escola possa ser construída como um espaço de cruzamento de culturas e não como mantenedora de desigualdades e silenciadora de identidades. / [en] Contribute to building a quality education, a school for all, has been one of the great challenges faced by those working with the teachers education. We know that the society is constant movement and the Brazilian school needs follow the changes that happen throughout time. Nowadays, thinking about education in Brazil is to think about different individuals who are configured for hybrid identities and are actors in different realities. Thus, it is not only to respect differences, but also to challenge homogenized practices that muffle cultural plurality. As a teacher of Physical Education I am concerned with these issues, trying to understand how this school discipline can contribute to a more equitable educational experience where all as may be contemplated as from their expectations and needs. This study aims to identify how the issues concerning the cultural difference are discussed in the Physical Education teachers education course and I choosed the Physical Education course by Universidade Federal do Rio de Janeiro as a case study. Guidelines were analyzed the course, its Political Pedagogical Project and the programs of the courses offered. I also observed classes five course subjects and finally interviews were conducted with teachers, students, the course coordinator and director of the institution. I could conclude that Physical Education teachers education still has strongly impregnated by sporting bias, but that initiatives aimed at the inclusion of all are present in the strategies by course. I advocate intercultural education as the prospect that can offer us ways and answers to carry out an educational process that includes all the students, respecting their identities, giving possibilities for an egalitarian and inclusive dialogue, allowing the school can be constructed as a crop crossing space and not as maintainer of inequalities and identities of silencing.

This study aims to investigate how religion teachers in Stockholm work with minority religions in their classes and examine teachers' views on minority religions' place in religious studies and their relation to the school curriculum. The focus of the study is on Middle Eastern minority religions. This study is based on a qualitative method comprised of semi-structured interviews with nine religion teachers who work in upper secondary schools in Stockholm. The theory used is based on personal life interpretation and four general didactic themes. The results showed that only two of the nine interviewed teaches minority religions from the Middle East. The results also showed that the subordination of minority religions is due, mainly, to the lack of time and because they are not mentioned in the knowledge requirements. The teachers also stated that they do not have time to engage in minority religions. Furthermore, the study showed that teachers lack knowledge about minority religions and an interest in teaching minority religions. Regarding students' reaction to the study of minority religions, the results showed that teachers receive positive feedback from students and that they show great curiosity about minority religions as it is a new subject for them. Regarding teachers' views on the curriculum, the results showed that six out of nine teachers wish more time was assigned to teaching minority religions and that they should be included in the knowledge requirements. / Syftet med denna uppsats var att undersöka hur religionslärare i Stockholmsområdet arbetar med minoritetsreligioner i sin undervisning samt undersöka lärarnas uppfattning om minoritetsreligioners plats både i religionsundervisningen och i förhållande till läroplanen med fokus på Mellanösterns minoritetsreligioner. I studien användes en kvalitativ metod som baserades på semistrukturerade intervjuer med nio religionslärare. Teorin baserades på personlig livstolkning samt fyra allmändidaktiska teman.  Resultatet visade att endast två lärare av de nio intervjuade lärarna undervisar om minoritetsreligioner från Mellanöstern. Resultaten visade också att när det gäller underordningen av minoritetsreligioner är den främsta orsaken tidsbrist, lärarna hinner inte  engagera sig i minoritetsreligioner och för att de inte nämns i kunskapskraven. Studien visade också att lärare saknar ämneskunskap om minoritetsreligioner samt intresse att undervisa i minoritetsreligioner. När det gäller elevers reaktion visade resultaten att lärare fått positiv feedback från elever när det gällde minoritetsreligioner. Elever har visat nyfikenhet kring minoritetsreligioner eftersom det är nytt för dem.  När det gäller lärarnas syn på läroplanen visade resultaten att sex av nio lärare önskar att det fanns mer tid för minoritetsreligioner och att de bör ingå i kunskapskravet.

The thesis concentrates on Approaches of youth drop-in centers and outreach services towards xenophobia and racism among teenagers. It deals with topics, such as xenophobia, racism, situation of Czech society concerning these two issues and the legal view point towards it. It describes the period of growing up, what features and reasons of xenophobia and racism appear among the teenage group. It characterizes a growing up person as a user of social services. The thesis describes inspirational approaches of multicultural education heading towards development of tolerance, possibilities of education and approaches to xenophobia and racism of various organizations. Further on, it gives a number of examples of experiences from several other European countries. It introduces social services of youth drop-in centers and outreach services. It mainly deals with approaches of both services towards working with teenage clients who show signs of xenophobia and racism. The practical part of the thesis discovers approaches of social workers of various youth drop-in centers and outreach services in the Czech Republic towards xenophobia and racism among teenager clients. Key words: xenophobia, racism, teenagers, multicultural/intercultural education, experiences abroad, youth drop-in centers, outreach services

Diploma thesis " Approaches to children in multicultural Nursery and Primary schools. It deals with the current approaches to children in Nursery and Primary schools, both in Czech schools and foreign schools located in the Czech Republic. First this thesis tries to find some historical context and understanding of the situation that Czech and foreign schools are faced with. Further attempts to map out the involvement of multicultural education into the curricula and teaching practice in the selected schools. Primarily it creates a comparison of approaches to multicultural education in selected schools in the Czech Republic. The thesis is trying to find inspiration for working with multicultural education in Czech schools, which do not pay much attention to multicultural education. Thesis should highlight the importance of multicultural education in schools and the benefits and positive impact of integrating this education into the curriculum of schools.

The diploma thesis deals with the possibilities of the application of multicultural education in nursery school through ethnic music. The theoretical part deals with clarifying of basic terms of the multicultural education, it describes personal and interpersonal development of the personality of a child in a pre-school age and possibilities of the development of the cooperation in a child group. it is also focused on the importance of music during accepting of differences of children and people. The practical part analysis statistic information of questionnairies for teachers in nursery schools. It also tries to find out the actors which influence the application of multicultural education in nursery schools in Moravian-Silesian region. It also introduces the pedagogical project focused on the possibility of the use of ethnic music for development of cooperation and accepting the differences by children.

Orientador: Claudio Bertoli Filho / Banca: Adair Casaro Nascimento / Banca: Reinaldo Matias Fleuri / Banca: Jandira Liria Biscalquini Talamoni / Resumo: Um dos desafios enfrentados pela escola indígena na atualidade é o da formação de professores para o ensino em uma escola específica, diferenciada, intercultural e bilíngüe. Parte dessa questão refere-se à importância de formar formadores desses professores. Este trabalho teve por objetivo compreender como ocorreu o meu processo de formação para o ensino de ciências naturais no Projeto Ara Verá - curso de formação de professores indígenas kaiowá/guarani de Mato Grosso do Sul. Para tanto, optei por fazer uma narrativa da minha experiência nesse contexto. Essa opção se ancora no movimento que adota a abordagem biográfica como perspectiva epistemológica, pois admite que a formação do professor também se dá na experiência e que esse processo deve ser investigado. A narrativa foi concebida como uma viagem aberta a reflexões e a diferentes teorizações, cada uma recrutada a seu tempo, em função dos desafios apresentados. Para conduzir-me nas reflexões, utilizei como ponto de partida os registros que fiz da minha atuação no Projeto e, por meio deles, transitei por entre três movimentos confluentes e interpenetrantes: o re-conhecimento de mim mesma, dos Kaiowá/Guarani e dos nossos modos de conhecer e interpretar o mundo. Nesse percurso formativo, fui aprendendo a nos conhecer como sujeitos históricos, com visões de mundo distintas e com vontade de tornar as aulas de ciências naturais em contextos de encontro entre culturas, de troca de saberes e de influências recíprocas. / Abstract: One of the challenges faced by the indigenous school in the present time is the teacher's education for teaching in a specific, differentiated, intercultural and bilingual school. Part of this problem concerns the importance to build teachers for these teachers This research aimed to understand how occurred my process of education for teaching natural sciences in the Projeto Ara Verá - education program for indigenous students kaiowa/guarani of Mato Grosso do Sul - Brasil. For in such away I decided to make a narrative of my proper experience in this context. This choose has anchors in the movement that adopts the biographical boarding as epistemologic perspective, because accepts that the teacher's education also is given by experience and that this process must be investigated. This narrative was conceived as an open trip to the reflections and the different theorization each one enlisted opportunely, as the challenge were presented during the journey. To lead me in the reflections, I used as starting point the registers that I made from my performance in the Projeto Ara Vera and I transited among three confluent and interpenetrating movements: the re-cognition of myself, of Kaiowá/Guarani and our ways to know and to interpret the world. In this educative process, I was learning how to know us a historical citizens, with different world perspective, and with desire to become the natural science classes on intercultural context, within knowledge exchange and reciprocal influences. / Doutor