This thesis is a historical case study of the Ute Indians of eastern Utah. The purpose of this thesis is to examine how federal Indian education policy is implemented at the local level. Ute children attend school in the Uintah and Duchesne county school districts. The thesis traces Ute experiences in public schools during crucial transitions in federal policy. From 1900 to 1930, the federal government sought to enroll Indians in public schools in order to teach them white ways. Indian enrollment increased in the 1940s and 1950s when federal funding made the attendance of Ute children lucrative to the school districts. After the reservation boarding school closed in 1952, nearly all of the Ute children attended public schools and faced a school system that was hostile to their culture. A key transition occurred in the 1970s when federal policy shifted to one of self-determination. The Indian Education Act of 1972 made mandatory the direct participation by Indian parents in the implementation of federally funded programs. Many parents failed to grasp the new opportunity. The Ute Tribal Education Division became heavily involved in running Ute history and language classes in the public schools under Title IV of the Indian Education Act of 1972 and under Title VII of the 1965 Elementary and Secondary Education Act. Despite the existence of a policy that advocated self determination, Utes were not really allowed to determine how federal money was spent. The 1972 Indian Education Act established an advisory role for parents rather than an administrative one. Local school districts still controlled the purse strings. Programs run under this act were not integrated into the core curriculum of local schools. Federal Indian education policy changed from decade to decade but local attitudes remained essentially the same, blunting each policy's effectiveness. When the federal government desired assimilation, local residents and Indians fought that goal. When the federal government switched to a policy of self-determination, misunderstanding and outright hostility kept it from fulfillment at the local level. In addition to problems associated with local attitudes, federal legislation also proved unworkable because it gave Indians no real power to make the school districts listen to them.

Made available in DSpace on 2014-06-11T19:29:46Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-12-21Bitstream added on 2014-06-13T21:00:11Z : No. of bitstreams: 1 silva_bc_me_arafcl.pdf: 1024216 bytes, checksum: f9f466d8d3d8b368a212f708f071b13e (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa objetiva elaborar uma interpretação sobre a trajetória do intelectual mineiro Gustavo Capanema com foco nas relações construídas entre a esfera estatal e a intelligentsia nacional no período compreendido entre 1934-1945 no Brasil. Nesse sentido, visa entender suas estratégias, singularidades, diretrizes, coerências e incoerências como interlocutor e articulador político nas relações entre a intelligentsia nacional e o Estado brasileiro para a elaboração e implantação de projetos e políticas culturais em âmbito nacional. O suporte teórico desta abordagem se pauta na sociologia dos intelectuais, em especial, nas proposições elaboradas por autores como Antônio Gramsci e Karl Mannheim e nas interpretações de autores como Simon Schwartzman, Sérgio Miceli, Milton Lahuerta, Luiz Werneck Vianna, Daniel Pécaut, Ângela de Castro Gomes, André Botelho, que trataram o tema no referido período histórico no Brasil . Dessa forma o papel de Gustavo Capanema, como intelectual e homem público, assegura diretrizes relevantes e pertinentes para compreendermos as relações institucionais da época com a intelligentsia nacional, tornando assim uma promissora abordagem sobre esta faceta do período histórico recortado, ou seja, demarcado pela construção da nação dirigida pelo Estado durante o governo constitucional e ditatorial de Getúlio Vargas no Brasil / This research intends to elaborate an interpretation of a particular approach on the trajectory of the Brazilian intellectual Gustavo Capanema in the relationship built between the state and the national intelligentsia in the period of 1934-1945 in Brazil. In order to understand his strategies, singularities, coherences and incoherences as an interlocutor and articulated politician of the national intelligentsia and the Brazilian Government for the elaboration and implementation of nationwide cultural projects and policies. The theoretical support of this approach is based on the sociology of intellectuals, especially on the debate elaborated by authors such as Simon Schwartzman, Sérgio Miceli, Milton Lahuerta, Luiz Werneck Vianna, Daniel Pécaut, Ângela de Castro Gomes, André Botelho who discussed the referred theme of Brazilian history. Thus, Gustavo Capanema’s role as an intellectual and public man ensures relevant directions to understand the institutional relationship between time and national intelligentsia, which makes this approach promising on the understanding of this historical period, marked by the construction of a nation guided by the state during the constitutional and dictatorial Government of Getúlio Vargas

Made available in DSpace on 2016-04-28T14:16:09Z (GMT). No. of bitstreams: 1 Solange Cunha.pdf: 1020600 bytes, checksum: 00d7644e3c0069b2532b648906d9ca74 (MD5) Previous issue date: 2010-10-13 / Secretaria da Educação do Estado de São Paulo / The German scientist Friedrich Gustav Brieger made important contributions for the genetics of vegetables. He leaded the group of ESALQ (Superior School of Agriculture Luiz de Queiroz) situated in Piracicaba, São Paulo, Brazil. The aim of this dissertation is to discuss Briegers ideas concerning the improvement of mays trying to detect if he brought anything new concerning this subject from 1938 to 1966. Besides that, it will try to find if there were any significant change in ESALQ after Brieger s arrival at ESALQ. This dissertation contains an introduction and three chapters. Chapter 1 provides an overview of Brieger career and a general view of the history of ESALQ. Chapter 2 deals with the Brazilian s agricultural schools. Chapter discusses about Brieger, contributions to the improvement of mays. Chapter 4 presents some final remarks on the subject. This study led to the conclusion that Brieger s influence on ESALQ was significant in several respects such as: changes in the curriculum, the introduction of practical classes, the building of researchers as well as the results of his own research on the improvement of mays / O cientista alemão Friedrich Gustav Brieger (1900-1985) trouxe importantes contribuições para a genética de vegetais. Ele liderou o grupo da Escola Superir de Agricultura Luiz de Queiroz (ESALQ) situada em Piracicaba, São Paulo, Brasil. O objetivo desta dissertação é discutir as idéias de Brieger relacionada ao melhoramento do milho procurando detectar se ele trouxe algo de novo em relação ao assunto entre 1938 e 1966. Além disso, procurará detectar se houve alguma mudança significativa na ESALQ após a chegada de Brieger. Esta dissertação contém uma introdução e três capítulos. O Capítulo 1 oferece uma visão geral da carreira de Brieger e da história da ESALQ. O Capítulo 2 trata das escolas de agricultura no Brasil. O capítulo 3 discute as contribuições de Brieger para o melhoramento do milho. O Capítulo 4 apresenta algumas considerações sobre o assunto tratado na dissertação. Este estudo levou à conclusão de que Brieger exerceu uma influência significativa na ESALQ sob vários aspectos tais como: mudanças no curriculum; introdução de aulas práticas; formação de pesquisadores bem como nos resultados de suas próprias pesquisas com o melhoramento do milho