This thesis deals with issues related to decision-making practice of Czech courts in cases where the plaintiff sought protection against racial discrimination in civil proceedings. Specifically, the thesis endeavours - through the analysis of selected decisions of higher courts and the practice of lower courts - to answer the question of whether the judicial practice together with the applicable laws provide sufficiently effective judicial protection of the right to equal treatment. The first part defines the concept of race as discriminatory ground, as this term is used in legislation in a very broad way and contrary to some scientific concepts of race. The second part contains a brief summary of the legal regulation of non-discrimination in international, European and Czech law. This section focuses on the legal framework applied by Czech courts in the decisions discussed and provides a basis for the following analytical part. The third part, which is the key part of the thesis, deals with decision-making practice of the courts with focus on the problematic aspects of protection against racial discrimination in legislation regulating the protection of personal rights. The shortcomings of judicial practice ascertained are then compared with the new rules contained in the Anti-Discrimination Act....

The effects of parent-child relationship quality and racial socialization on reports of racial discrimination to parents are examined in an African American emerging adult population. The effects of parent-child relationship quality and racial socialization on reports of racial discrimination to parents are also considered. The influences of demographic characteristics on reports of racial discrimination are also assessed. The purpose of this study is to examine if there are relationships between cultural origin, gender, socio-economic status and reports of racial discrimination to parents. The study also aims to determine if parent-child relationship quality has an effect on whether or not black youth report experiences of racial discrimination to their parents. The study included 133 emerging adult participants between the ages of 18-25, and 33 didactic pairs of parents and their emerging adult children. Via electronic surveys, young adults answered questions about their relationships with their parents, while the parents answered questions about their racial socialization strategies. The results indicated that cultural origin, gender, and SES did not have a relationship with reports of racial discrimination to parents. However, analyses suggested that having a low or working SES has a relationship with reporting racial discrimination to parents. Findings also showed that racial socialization along with parent-child relationship quality had an effect on reports of discrimination. Implications of these findings and future directions are discussed.

Using data from the Black Women's Health Study (BWHS) and building on what is currently known about perceptions of racism and discrimination and its mechanisms, this study attempts to demonstrate the value of identifying additional variables that may serve as potential risk factors for obesity among African American women. Using secondary data analysis, the purpose of this study was to expand the scope of existing obesity research by examining a 1997 cross-sectional dataset of self-reported questionnaire responses among a random sample of African American women enrolled in the Black Women's Health Study (BWHS) to examine the association between perceptions of racism and discrimination within 3 domains (e.g., perceived racism, institutional racism, race consciousness) and body mass index (BMI) after controlling for selected sociodemographic, psychological, behavioral, and reproductive factors. The general hypothesis of the study was that self-reported responses to perceptions and experiences of racism and discrimination would be significantly associated with differences in weight (as measured by BMI) among the sample utilized for the current study. A convenience sample of 5,044 African American women enrolled in the BWHS was included for analysis in this non-probability cross-sectional study. A biopsychosocial theoretical framework was used to understand the unique role of perceived racism, institutional racism and race consciousness had on body mass index (BMI) among the BWHS cohort. These factors were examined because of their relevance to African American females' experiences. The data were analyzed through hierarchical multiple and logistic regression through SPSS 14.0.The major findings of this research indicate that a large random sample of African American women enrolled in the Black Women's Health Study found a clear relationship between perceived racism and body mass index (BMI). Results revealed consistent with the study's main hypothesis that self-reported responses to perceptions and experiences of racial discrimination would be significantly associated with differences in weight (as measured by BMI), the summary variable for perceived racism was significantly correlated with body mass index (BMI) among the BWHS cohort. Elevated odds ratios were observed for the variable that summarized perceived racism. Elevated odds ratios were also observed for most of the individual perceived racism questions. Results also revealed the variable for race consciousness was a significant individual predictor of body mass index (BMI) among the sample. Notably, perceptions and experiences of racial discrimination did not predict differences in the level of obesity among the sample. Overall, the finding that the summary variable for perceived racism was predictive of the odds of being obese (BMI > 30kg/m') vs. non-obese (BMI ≥ 30kg/m 2 ) in the regression analyses, even in the presence of other theoretically related variables, provides strong support for the unique role of perceived racism as a risk factor for obesity in African American women. The major implications of this research include (a) gaining a better understanding of the factors associated with perceived racial discrimination and reported frequency among African American women; (b) use of social health indicators in Healthy People 2010 and 2020 that consider the influence of racial discrimination in health outcomes that can be used to develop strategies to generate public dialogue and create a better defined policy landscape and health agenda informed by social justice and reflects multiple levels of influence (e.g., individual behavior, community or neighborhood attributes, and broad policy change) as it pertains to the ethnic and racial disparity in obesity; lends further support to both HP2010 and HP2020 goals and objectives for future policy actions to guide the development of culturally competent prevention programming aimed at reducing the prevalence of obesity among African American women; (c) recognition of race-related stress as a contributing risk factor for obesity in African American women; (d) recognition of the need to improve the measurement of perceived racial discrimination through questions that adequately measure the stress and coping related to the experiences of racism; (e) better restructuring of selected agencies that fund health research to broaden research topics regarding African American women as a homogeneous group; and (f) expansion of the U.S. healthcare system to incorporate established cultural competence guidelines and practices to address social and structural causes of race-related stressors that negatively impact the health status of African American women and similar minority populations at-risk for obesity.

A segregação socioeconômica da população negra brasileira remonta as relações sociais do período escravista até os dias atuais através do preconceito, da discriminação racial e do racismo institucional, naturalizado pelo contrato racial. Os negros sempre resistiram e lutaram contra o racismo e para a promoção da igualdade racial. O racismo midiático é disseminado pelas elites logotécnicas detentoras do poder simbólico da mídia. Contudo, a implementação de cotas sócio-raciais nas universidades públicas tem sido debatida de forma polêmica pelos meios de comunicação de massa. Este trabalho avalia o discurso da mídia sobre as políticas públicas de inclusão sócio-racial no período de abril a setembro de 2012. / The socioeconomic segregation of black people dating social relations of slavery period to the present day through prejudice, racial discrimination and institutional racism, the national racial contract. Blacks have always resisted and struggled against racism and to promote racial equality. The media racism is spread by the elite logotécnicas holding the symbolic power of the media. However, the implementation of socio-racial quotas in public universities has been debated polemic manner by means of mass communication. This paper evaluates the media discourse about public policies for social and racial inclusion in the period April to September 2012.

Made available in DSpace on 2016-03-22T17:27:13Z (GMT). No. of bitstreams: 1 nairo.pdf: 500999 bytes, checksum: 031d6bfc2df21e21307023b8999f544f (MD5) Previous issue date: 2014-02-28 / The present masters dissertation investigates the racial-ethnic quota system existent to join the Brazilian public universities, from the judgment study, by the Supreme Court, of the Fundamental Precept of the Noncompliance Argumentation number 186, which recognized the constitutionality of this affirmative action as an instrument of mitigation of the conditions inequality between white and black people in relation to the access to the public higher education. Accordingly, this study aims to clarify how this action became a juridical mark on the combat to the racial inequality, establishing a deep paradigm change in the application of the combat to the racism politics and in the search of the material equality among different groups of the Brazilian society.Thereunto, a bibliographic research was performed about how the racism was developed in Brazil, which politics were elaborated to combat it, and which were the focalized measures utilized as elimination instrument of the racial inequalities. Theoretical foundations about the theme were also studied, so, in this study I could use concepts of inequality and exclusion, equality and difference, by Boaventura Santos; justice with equity, principles of liberty, equality, equitable, equitable equality of opportunities, anddifference, by John Rawls, beyond the analysis about justice of the affirmative actions developed by Ronald Dworkin and by Michael Sandel. Furthermore, a documental research was accomplished, which had assource the initial petition, the contestation and the votes of the Supreme Court ministers disclosed at the website of the Court. Finally, the work present the foundations utilized to the impugnation of the affirmative measure, the foundations in its defense, and the foundations of the judged, which reached the conclusion that the affirmative actions sensible to the race are in consonance with the constitutional principles that conduct the matter, as well as with the equality principle provided in the 5th article, caput, of the Federal Constitution, promoting the material equality between white and black people in Brazil / A presente dissertação de mestrado investiga o sistema de cotas étnico-raciais para ingresso nas universidades públicas brasileiras, a partir do estudo sobre o julgamento, pelo Supremo Tribunal Federal, da Arguição de Descumprimento de Preceito Fundamental nº 186, que reconheceu a constitucionalidade dessa ação afirmativa como um instrumento de mitigação da desigualdade de condições entre brancos e negros no acesso ao ensino superior público. Nesse sentido, procura esclarecer como essa ação se tornou um marco jurídico no combate à desigualdade racial, estabelecendo profunda mudança de paradigma na aplicação de políticas de combate ao racismo e na busca da igualdade material entre diferentes grupos da sociedade brasileira. Para isso, foi realizada pesquisa bibliográfica sobre como se desenvolveu o racismo no Brasil, as políticas criadas para combatê-lo e as medidas focalizadas utilizadas como instrumento de eliminação das desigualdades raciais. Foram estudados também fundamentos teóricos sobre o tema, sendo utilizados nesse trabalho os conceitos de desigualdade e exclusão, igualdade e diferença de Boaventura Santos; justiça como equidade, princípios da liberdade, igualdade equitativa de oportunidades e da diferença de John Rawls, além das análises sobre a justiça das ações afirmativas desenvolvidas por Ronald Dworkin e por Michael Sandel. Além disso, foi feita pesquisa documental, tendo como fonte a petição inicial, a contestação e os votos dos ministros do STF, divulgados no sítio eletrônico da Corte. Finalmente, o trabalho apresenta os fundamentos utilizados para a impugnação da medida afirmativa, os fundamentos em sua defesa e os fundamentos do julgado, chegando à conclusão de que as ações afirmativas sensíveis à raça estão em consonância com os princípios constitucionais que regem a matéria, assim como com o princípio da igualdade previsto no artigo 5º, caput, da Constituição Federal, promovendo a igualdade material entre brancos e negros no Brasil

Made available in DSpace on 2014-06-11T19:22:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-31Bitstream added on 2014-06-13T18:06:44Z : No. of bitstreams: 1 abreu_ls_me_mar.pdf: 204498 bytes, checksum: 26bcb8bc90bbec83665fb7b8aee0fcd3 (MD5) / A mulher negra, desde sua mais tenra idade, é amplamente discriminada em nossa sociedade, onde se depara com entraves em qualquer âmbito das relações sociais. Como pontuam alguns teóricos, ela se defronta inicialmente no ambiente escolar com tais entraves. Nesse sentido, considerando a escola como formadora de personalidades e o período escolar do 3º ao 4º ciclo do ensino fundamental, como o momento no qual o contato com o mundo da leitura e escrita já deve estar constituído e sobretudo por estarem adentrando a fase da pré-adolescência, verificamos se as práticas pedagógicas desse nível de ensino contribuem de modo afirmativo para a formação da identidade da estudante negra. Averiguamos, contudo o fazer pedagógico dos docentes, que nesse nível de ensino lecionam, quanto à aplicação do que fora sancionado pela Lei 10.639/03 e pelo Parecer CNE/CP 003/2003, (que foi em março de 2008 alterada pela Lei 11.645, com a inclusão da temática indígena) que visam obter sobretudo, uma educação para a igualdade das diferenças étnico-raciais. / The Black woman, since his early age, is widely discriminated in our society, where woman faces obstacles in any Field of social relations. As punctuated by some authors, she faces barriers in the school environment. In this sense, considering the school as a former of personalities and the 3 of the 4 th cycle of basic education, as the moment in wich the contact with the world of reading and writing should already be set up and especially for being entering the stage of pre-adolescence, it has verified if teaching this level of education in order to contribute to the formation of the black student identity. We investigate, but the teacher’s work, that teaching at this level of education, on the application of wich was sanctioned by Law 10639/03 and Opinion CNE/CP 003/2003, (wich was in March 2008 amended by Law 11645, with the inclusion of indigenous issues) which aim to get above all an education for equality of the ethnic-racial differences.

Orientador: Claude Lèpine / Banca: Mauro Leonel / Banca: Sebastião de Souza Leme / Resumo: A mulher negra, desde sua mais tenra idade, é amplamente discriminada em nossa sociedade, onde se depara com entraves em qualquer âmbito das relações sociais. Como pontuam alguns teóricos, ela se defronta inicialmente no ambiente escolar com tais entraves. Nesse sentido, considerando a escola como formadora de personalidades e o período escolar do 3º ao 4º ciclo do ensino fundamental, como o momento no qual o contato com o mundo da leitura e escrita já deve estar constituído e sobretudo por estarem adentrando a fase da pré-adolescência, verificamos se as práticas pedagógicas desse nível de ensino contribuem de modo afirmativo para a formação da identidade da estudante negra. Averiguamos, contudo o fazer pedagógico dos docentes, que nesse nível de ensino lecionam, quanto à aplicação do que fora sancionado pela Lei 10.639/03 e pelo Parecer CNE/CP 003/2003, (que foi em março de 2008 alterada pela Lei 11.645, com a inclusão da temática indígena) que visam obter sobretudo, uma educação para a igualdade das diferenças étnico-raciais. / Abstract: The Black woman, since his early age, is widely discriminated in our society, where woman faces obstacles in any Field of social relations. As punctuated by some authors, she faces barriers in the school environment. In this sense, considering the school as a former of personalities and the 3 of the 4 th cycle of basic education, as the moment in wich the contact with the world of reading and writing should already be set up and especially for being entering the stage of pre-adolescence, it has verified if teaching this level of education in order to contribute to the formation of the black student identity. We investigate, but the teacher's work, that teaching at this level of education, on the application of wich was sanctioned by Law 10639/03 and Opinion CNE/CP 003/2003, (wich was in March 2008 amended by Law 11645, with the inclusion of indigenous issues) which aim to get above all an education for equality of the ethnic-racial differences. / Mestre

Submitted by Maria Aparecida (cidazen@gmail.com) on 2017-05-03T14:38:18Z No. of bitstreams: 1 Antonio Carlos.pdf: 1563383 bytes, checksum: 564654fc5dbaca730fb83d8fe6399ae4 (MD5) / Made available in DSpace on 2017-05-03T14:38:18Z (GMT). No. of bitstreams: 1 Antonio Carlos.pdf: 1563383 bytes, checksum: 564654fc5dbaca730fb83d8fe6399ae4 (MD5) Previous issue date: 2016-12-19 / CAPES / Affirmative action, via reservation quotas, has allowed the entry of blacks quota students in Universidade Federal do Maranhão since 2007. So there have been changes in the campus Bacanga from the entry of these black students, but little has been researched in this regard, and the produced research highlights are commonly perceptions of teachers, leaders and institutional leaders. Intended, originally, to give voice to these shareholders black, showing your activity on campus. This survey of the empirical experience of the author as an institutional teaching, makes use of spontaneous comments of undergraduates, graduate, teachers, coordenators and other employees of UFMA. The focus is on the trajectory of 9 shareholders black students who were interviewed, 7 of them organized in a group calling itself, G7. From the strange notion, we seek to understand the representations of these witnesses, anchored in Bourdieu. It is understood that the quota students experience difficulties of acceptance and educational attainment in this space, and seek, on their own and through assimilation, play the principle of personal merit. They realize that the bondholder label them inferior before the academic community. / A ação afirmativa, via reserva de cotas, tem possibilitado o ingresso de alunos negros cotistas na Universidade Federal do Maranhão desde 2007. Assim, tem havido transformações no campus Bacanga a partir do ingresso destes alunos negros, porém pouco se tem pesquisado a este respeito e nas pesquisas produzidas destacam-se comumente as percepções de professores, lideranças e dirigentes institucionais. Pretendi, originalmente, dar voz a estes negros cotistas, focalizando sua atividade no Campus. A pesquisa partiu da experiência empírica do autor como docente institucional. Utilizou-se de informações espontâneos de alunos de graduação, pós-graduação, professores, coordenadores e outros funcionários da UFMA. O foco está na trajetória de nove alunos negros cotistas que foram entrevistados, sete deles organizados em um grupo autodenominado, G7. A partir da noção de estranho, busquei compreender as representações destes informantes, partindo do pressuposto de que os alunos cotistas experienciam dificuldades de aceitação e aproveitamento educacional neste espaço e buscam, por conta própria e através de assimilação, reproduzir o princípio da meritocracia pessoal. Eles percebem que o rótulo de cotista os inferioriza perante a comunidade acadêmica.

No description available.

Submitted by Josiane Paula Rodrigues De Azevedo (josipr.azevedo@gmail.com) on 2018-10-11T14:36:53Z No. of bitstreams: 2 Dissertação Mestrado Unesp.pdf: 2317505 bytes, checksum: e436f2ba54e72956cc8549323a616609 (MD5) Dissertação Mestrado Unesp.pdf: 2317505 bytes, checksum: e436f2ba54e72956cc8549323a616609 (MD5) / Rejected by Elza Mitiko Sato null (elzasato@ibilce.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: Problema 01) No arquivo a data da defesa está 13 de julho de 2018, porém nos metadados você preencheu 13 de agosto de 2018 que é a data correta, solicitamos então a correção no arquivo. Problema 02) Solicitamos que corrija a descrição na natureza da pesquisa na FOLHA DE ROSTO: Dissertação apresentada como parte dos requisitos para obtenção do título de Mestre em Ensino e Processos Formativos, junto ao Programa de Pós-Graduação em Ensino e Processos Formativos, do Instituto de Biociências, Letras e Ciências Exatas da Universidade Estadual Paulista “Júlio de Mesquita Filho”, Campus de São José do Rio Preto. Problema 03) A ordem correta das páginas pré-textuais: capa, folha de rosto, ficha catalográfica, folha de aprovação, dedicatória, agradecimentos, epígrafe, resumo na língua vernácula, resumo em língua estrangeira, listas de ilustrações, de tabelas, de abreviaturas, de siglas e de símbolos e sumário, no seu arquivo o resumo e abstract estão inseridos após o sumário. Problema 04) A paginação deve ser sequencial, iniciando a contagem na folha de rosto e mostrando o número a partir da introdução, a ficha catalográfica ficará após a folha de rosto e não deverá ser contada. OBS:-Estou encaminhando via e-mail o template/modelo das páginas pré-textuais para que você possa fazer as correções da paginação, sugerimos que siga este modelo pois ele contempla as normas da ABNT Lembramos que o arquivo depositado no repositório deve ser igual ao impresso, o rigor com o padrão da Universidade se deve ao fato de que o seu trabalho passará a ser visível mundialmente. Agradecemos a compreensão on 2018-10-11T16:23:53Z (GMT) / Submitted by Josiane Paula Rodrigues De Azevedo (josipr.azevedo@gmail.com) on 2018-10-11T18:46:38Z No. of bitstreams: 1 Dissertação JOSIANE Impressão 2.pdf: 2183081 bytes, checksum: 79dd136094e27bae7715b7a1caae4361 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-10-15T13:06:50Z (GMT) No. of bitstreams: 1 azevedo_jpr_me_sjrp.pdf: 2112964 bytes, checksum: 19687c67061768e3d233f53b72a7ac4e (MD5) / Made available in DSpace on 2018-10-15T13:06:50Z (GMT). No. of bitstreams: 1 azevedo_jpr_me_sjrp.pdf: 2112964 bytes, checksum: 19687c67061768e3d233f53b72a7ac4e (MD5) Previous issue date: 2018-08-13 / Nossa sociedade é caracterizada por sua grande diversidade social, cultural, de sexo, etnias, credos, entre outras, além de acentuada desigualdade econômica. A escola, mais do que um espaço destinado à alfabetização e ensino dos conteúdos, deve contribuir para a formação moral dos indivíduos, criar situações de aprendizagem em que a questão da diversidade seja abordada. O presente trabalho trata das questões do preconceito e discriminação entre alunos da Educação Infantil, analisando a influência da cor da pele na escolha de parceiros de brincadeira e no seu julgamento de ações pró-sociais. Assim, investigamos se a cor da pele é uma variável que influencia a maneira como crianças escolhem parceiros de brincadeira e como essa relação se modifica com a idade; se as crianças relacionam sua percepção de bondade/maldade com a aparência ou são mais influenciadas pelo contexto de ações pró ou antissociais em que são apresentados. As formas de pensamento foram investigadas visando sua categorização e compreensão do seu julgamento sociomoral. A pesquisa foi realizada com crianças matriculadas na Educação Infantil da rede municipal de São José do Rio Preto. A elas foi apresentada uma história-estímulo e responderam a uma entrevista semiestruturada. Embora os personagens da história possuíssem identidade racial distinta, nossos resultados apontam que as crianças orientam sua preferência e atribuição de qualidades levando em consideração as atitudes apresentadas, sem considerar a cor da pele como critério de decisão. Em sua maioria, as crianças se utilizam de justificativas do tipo Emissão de juízo para dar razão às suas respostas. Dentre os fatores analisados, quais sejam: nível socioeconômico, idade ou sexo, nenhum mostrou influência sobre as escolhas dos entrevistados. Os resultados obtidos nos permitem considerar que a formação social da família e da escola pautada no convívio com o outro, valorização da diversidade e na capacidade de reflexão é capaz de dissipar o racismo nas atitudes das crianças. Esses achados enfatizam a importância da Educação Moral em ambiente escolar. / Our society is characterized by its diversity in social, cultural, gender, ethnicity and creed, among others, and a highlighted economic disparity. The school, in addition to an area of literacy and content education, should contribute to the moral formation of individuals, creating learning situations to deal with this diversity. The present work addresses the prejudice and discrimination among kindergarten students with emphasis in the influence of skin color on the choice of play partners and their moral judgment. Thus, we investigate whether skin color influences the way children choose play partners and how its changes with age; if children relate their perception of goodness to their appearance or the context of pro or antisocial actions in which are presented. The thought forms were also investigated aiming at their categorization and understanding of their sociomoral judgment. The research was carried out with kindergarten children from São José do Rio Preto city network who were presented to a stimulus story and answered a structured interview. Although the characters in the story had a distinct racial identity, our results indicate that children guide their preference and judgement according the attitudes presented, without considering the skin color as a criterion for decision. Most children used simple rule-type justifications to give reason for their answers. Among the analyzed factors, socioeconomic level, age or gender did not showed influence on the interviewees' choices. Obtained results allow us to consider that the social formation of the family and the school based on the relationship, appreciation of diversity and reflection is capable of dissipate racism in children's attitudes. These findings emphasize the importance of Moral Education in the school environment.