The Maasai of East Africa is a nomadic tribe. Their pastoral culture is well known for its unique ritualism. The United States is an industrialized nation where cohesive ritualism is not as well defined. Cultural practices in these two vastly different societies often include the potential for medically deleterious effects. Such medically harmful practices can include facial mutilation, female circumcision, dietary habits, and plastic surgery. This research is designed to define and compare medically deleterious ritual practices among Maasai and United States culture, in order to seek the possibility of similar human reasoning for their continuation. The comparison of reasoning among vastly different cultures may allow for the better understanding of human primary motives and collective meaning.

This dissertation examines the way in which South African colonial texts may be read for the historical signs they inadvertently reveal. The history of land acquisition in South Africa may be read through the representation of burial and illegitimate pregnancy in South African farm novels. Both burial and illegitimate pregnancy are read as signifiers of illegitimacy in the texts, surfacing, by indirection, the question of the illegitimacy of land acquisition in South Africa. The South African farm novel offers a representational form which seeks (or fails) to mediate the question of land ownership and the relationship between colon and indigene. In the four texts under discussion, Olive Schreiner's The Story of an African Farm, Florence Ethel Mills Young's The Bywonner[sic], Pauline Smith's The Beadle and Daphne Rooke's Mittee, the representation of burial and illegitimate pregnancy is problematic and marked by narrative displacements and discursive breakdowns. KEY TERMS burial, colonial discourse, farm novel, illegitimacy, illegitimate pregnancy, land, postcolonial theory, representation / English / M.A. (English)

Date in university's graduation list: April 2003. / Thesis (MA (VA))--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The body of the thesis explores contemporary South African printmaking by focusing on The Caversham Press, established in 1985. Caversham's success encouraged the opening of four other studios, which formed the core of professional printmaking in South Africa up to 2000. Positioning Caversham in a broader arena, the politicised nature of printmaking in South Africa prior to 1985 is discussed and six projects produced at the Press between 1985 and 2000 are examined to situate the Press within the South African socio-economic and cultural context. Finally, the interaction between prints from Caversham Press projects and the art market in Johannesburg is described and analysed to ascertain the extent to which these six projects were products of their time and place in South African art history. In Appendices IV and V, the candidate's own printmaking work, which examines male midlife depression and its impact on the marital relationship, is discussed. / AFRIKAANSE OPSOMMING: Die hoofdeel van die tesis ondersoek die hedendaagse Suid-Afrikaanse drukkuns op die werk van The Caversham Press wat in 1985 gestig is, te fokus. Caversham se sukses het aanleiding gegee tot die ontstaan van vier ander drukkunsateljees wat die kern van professionele drukkuns gevorm het tot in die jaar 2000. Deur Caversham in 'n breër konteks te plaas, word die gepolitiseerde aard van drukkuns in Suid-Afrika voor 1985 bespreek. Verder word die ses ondernemings wat deur Caversham tussen 1985 en 2000 opgelewer is in die konteks van sosio-ekonomiese en kulturele omstandighede ondersoek. Ten slotte word die interaksie tussen Caversham Press projekte en die kunsmark van Johannesburg ontleed en bespreek met die doelom vas te stel tot hoe 'n mate hierdie ses projekte die tyd en plek van die Suid- Afrikaanse kunsgeskiedenis reflekteer. In Bylae IV en V, word die kandidaat se eie drukkunswerke, wat depressie in mideljarige mans ondersoek en die gevolg daarvan op die huweliksverhouding uitbeeld, bespreek.

Rwanda is a small resource poor country in East Africa that has experienced almost two decades’ worth of significant growth following a genocide that claimed almost 10% of the country’s population. This paper explores the role of positive autonomy in the countries path to development hoping to demonstrate that countries that are ready to pursue independent policy initiatives ought to be encouraged to do so by their international partners. Positive autonomy has three defining characteristics; the ability of a country to pursue its own internally driven policy choices, especially in the face of external opposition but not necessarily in the face of opposition, “ownership” of a community over policy developments that affect them, i.e. their involvement in the administration of policy, and lastly, the ability of a country to reject policy propositions from the outside. Negative autonomy would be a lack of two or more of those conditions. Using this model, I seek to show that these three characteristics have been pursued by Rwanda as a result of its pre-genocide history. I also seek to show that these three characteristics have played a vital role in the development of Rwanda by allowing the government to pursue innovative strategies outside of international norms. To demonstrate this conclusion, I first look to the pre and post-colonial histories of Rwanda in order to examine the role of negative autonomy, seeking to build a case that demonstrates its lasting impact in Rwanda’s political character. I then examine an extreme case of negative autonomy in the case of the CFA monetary union followed by an extended examination of a clear case of positive autonomy in Rwanda and the benefits and failures it has produced. I then briefly examine the relationship between development aid and influence also demonstrating that Rwanda’s position on development aid mirrors its position on positive autonomy in general. Finally, I briefly examine three different examples of positive autonomy in Rwanda as a supplement to the extended example to demonstrate that some of the biggest policy initiatives undertaken by the Rwandan government are either the result of positive autonomy, are successful because of positive autonomy or can be drastically improved by a better implementation of positive autonomy. I hope that this research can be seen as a fresh lens for examining the relationship between weak and powerful states to validate the position that more autonomy for weaker states in their decision-making processes can produce much more successful results in their development drives.

In 1942, in New Orleans a group of intellectual and artistic African-Americans, led by Marcus B. Christian, formed an art club named Les Cenelles Society of Arts and Letters. Les Cenelles members both looked to New Orleans’s Afro-Creole population as the pinnacle of African American artistic achievements and used their example as a model for artists who sought to effect social change. Many of the members of Les Cenelles wrote for the Louisiana Federal Writers’ Program (FWP). A key strategy the members of Les Cenelles used to accomplish their goals was gaining the support of white civic leaders, in particular Lyle Saxon. Christian and Saxon’s relationship was unusual in the 1940s Jim Crow era in the sense that it was built upon mutual respect and admiration. This thesis examines both the efforts of Les Cenelles and the black division of the FWP, as well as Christian and Saxon’s relationship.

O presente trabalho teve como tema de investigação a formação de professores à luz da História e Cultura Afro-brasileira e Africana. A questão aqui abordada diz respeito às contribuições teóricas e metodológicas dos conteúdos e atividades na formação de professores reflexivos, e na instrumentalização, capacitação e fundamentação destes, para realizarem a transposição didática dos conteúdos, com vistas ao tratamento pedagógico adequado das questões raciais dentro do espaço escolar. Para a realização desta pesquisa, foi analisada a iniciativa desenvolvida pelo curso Escola Plural: a diversidade está na sala de aula, ministrado pelo Ceafro Educação e Profissionalização para a Igualdade Racial e de Gênero junto à Secretaria Municipal de Educação de Salvador. Trata-se de uma pesquisa qualitativa em que estudos de caso com características da autobiografia educativa aliada à análise de fontes documentais estão sendo realizados com seis professoras da Rede Municipal, sendo três participantes da formação e três não-participantes. Tal configuração dos sujeitos deve-se ao fato de considerarmos que esta nos possibilitaria uma discussão e análise comparativa do possível real impacto da formação na prática dos docentes. Além desses participantes, trazemos também os relatos de formadores do Ceafro, que favoreceram a compreensão do processo formativo desde a sua concepção até a sua concretização. Privilegiamos na análise as contribuições de autores que se dedicaram ao estudo das questões raciais no Brasil - como Petronilha Beatriz Gonçalves e Silva, Kabengele Munanga, Eliane Cavalleiro, Nilma Lino Gomes, Carlos Hasenbalg, entre outros -, bem como aos que contribuíram para os estudos sobre a formação de professores e o entendimento do conceito de professor reflexivo - como Perrenoud, Carlos Libâneo, Zeichner, Donald Schön, Antônio Nóvoa e Contreras -, e por fim, aos que se dedicaram a elucidação do conceito de transposição didática, como Chevallard. A partir da análise dos dados, levando-se em conta as categorias de sujeitos implicados neste estudo, foi possível apontar alguns aspectos marcantes por eles apresentados, tais como: o reconhecimento da existência do racismo no Brasil e da escola enquanto espaço privilegiado de suas manifestações; a existência de lacunas na formação de professores, o que demanda uma formação mais consistente na temática; as dificuldades no trato das questões religiosas; a importância do trabalho com a identidade como fio condutor da formação; a pesquisa e a reflexão como estratégias; e os problemas da descontinuidade da formação no espaço escolar, entre outros. / The present work has as its main theme the training of teachers in the light of Afro-American and African history and culture. The question addressed here regards the theoretical and methodological contribution of contents and activities in the training of reflexive teachers, and in their equipping, qualification, and foundation to achieve a didactic transmission of contents, with a view to the adequate pedagogic treatment of racial issues in the schoolroom. For this research, the initiative developed by the Plural School course is analyzed: The diversity is in the classroom, administered by Ceafro Education and Professionalization for Racial and Gender Equality together with Salvadors Municipal Education Secretary. Its treated as a qualitative study, in which case studies with characteristics of the educative autobiography together with to documented sources are being done with six teachers of the Municipal Network, of whom three of them had participated in the course and the others did not. Such a choice of subjects was made so that we may consider that this allows us to engage in discussion/comparative analysis of the possible real impact of formation in the docents practice. As well as these participants, there are three accounts of Ceafro`s trainees that helped in the understanding of the training process from the conception to the initiation. We emphasize at the analysis the contributions of authors who dedicate themselves to the study of racial issues in Brazil such as Petronilha Beatriz Gonçalves e Silva, Kabengele Munanga, Eliane Cavalleiro, Nilma Lino Gomes, Carlos Hasenbalg, among others -, as well as those who contributed to the studies in teachers training and understanding of the concept of reflexive teacher such as Perrenoud, Carlos Libâneo, Zeichner, Donald Schön, Antônio Nóvoa e Contreras -, and finally, those who dedicated themselves to the elucidation of the concept of didactic transposition, such as Chevallard. From the analysis of data, and considering the three categories of subjects in this study, it was possible to point to some important aspects highlighted by them such as: the recognition of the existence of racism in Brazil and the school as a privileged space for its manifestation; existence of gaps in the training of teachers, that shows the importance of a consistent training on this theme; the difficulties in the treatment of religious questions; the importance of the work with the identity as conduit for trainng; research and reflection as strategies; and the problems of the discontinuation of teacher training in the school environment, among others.

Este estudo de caráter bibliográfico e documental tem como objetivo, à luz da Lei nº 10.639/2003, analisar as formas de materialização da História da África cultura africana e afro-brasileira em livros didáticos da Educação de Jovens e Adultos do 2º Ciclo do Ensino Fundamental e do Ensino Médio da Rede Pública Estadual de São Paulo. Para tanto, o corpus documental analisado constituiu-se de seis coleções didáticas: duas coleções didáticas aprovadas no primeiro PNLD EJA de 2011 Coleção Tempo de Aprender História (IBEP, 2009) e Coleção Viver, Aprender História (Global 2009); os Cadernos de História do Programa São Paulo Faz Escola (SEE/SP, 2009); o livro de História da Coleção EJA Mundo do Trabalho (SEE/SP, 2012); a Coleção Cadernos de EJA (MEC, 2007); e, a Coleção ENCCEJA (MEC, 2006). Na pesquisa, analisou-se a trajetória dos programas do livro didático no Brasil, as diretrizes do PNLD EJA 2011 contidas no Edital de avaliação das obras didáticas, o Guia do livro didático para EJA e a História das editoras Global e IBEP e sua vinculação com a produção didática para EJA. Noutro momento, com referências da História do Currículo e da História do Livro Didático, a análise se deteve na caracterização das seis coleções didáticas, com especial atenção para o tipo de formatação, disposição dos conteúdos, autoria, equipe editorial e a metodologia pedagógica. Na outra ponta, promoveu-se a análise da diversidade que compõe a EJA, com a descrição das particularidades dos grupos de alunos presentes nesta modalidade de ensino. Por fim, com base na historiografia sobre a África, diáspora africana e escravidão, promoveu-se a análise das coleções com o objetivo de identificar a presença da História da África e cultura africana e afro-brasileira, como nos livros didáticos da EJA esse tema é referendado e de que maneira os textos didáticos dialogaram com essa historiografia. / This bibliographical and documental study objectifies, pursuant to the Law nº 10.639/2003, to analyze the forms of materialization of the History of Africa African and Afro-Brazilian culture in textbooks from the Education of Young and Adults of the 2nd Cycle of Elementary Education and the High School of the State Public Network from São Paulo. To do so, the documental corpus analyzed is comprised of six teaching collections: two teaching collections approved in the first PNLD EJA of 2011 Collection Time of Learning History (IBEP, 2009) and Collection Living, Learning History (Global 2009); the History Notebooks of the São Paulo Faz Escola Program (SEE / SP, 2009); the book of History of the EJA Collection of the World of Work (SEE / SP, 2012, the Collection of EJA Books (MEC, 2006), and the ENCCEJA Collection (MEC, 2002). textbook in Brazil, the guidelines of the PNLD EJA 2011. contained in the Edital of evaluation of the didactic works, the Guide of the didactic book for EJA and the History of the publishers Global and IBEP and its connection with the didactic production for EJA. At another moment, with references to Curriculum History of the History of the Didactic Book, the analysis was restricted in the characterization of the six teaching collections, with especial attention to the type of formatting, content placement, authorship, editorial staff and the pedagogical methodology. At the other end, it was fostered the analysis of diversity that composes the EJA, with description of the features of the student groups present in this teaching modality. Finally, based on the historiography about Africa, African diaspora and slavery, it was fostered the analysis of the collections with the objective of identifying the presence of African History African and Afro-Brazilian culture in those collections, how in the textbooks of EJA this theme is endorsed and in which way the textbooks dialogued with this historiography.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-04T12:36:14Z No. of bitstreams: 1 Victor Martins de Souza.pdf: 13073647 bytes, checksum: 714d5ca1bfdae594d317cbe3ef902333 (MD5) / Made available in DSpace on 2018-06-04T12:36:14Z (GMT). No. of bitstreams: 1 Victor Martins de Souza.pdf: 13073647 bytes, checksum: 714d5ca1bfdae594d317cbe3ef902333 (MD5) Previous issue date: 2018-03-26 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This investigation is focused in Manden Charte or Kurukanfuga Pact, an African oral document from the 13th century. The study of this Pact allowed the approach with an African perspective of the so-called rights of the people or human rights. The Kurukanfuga Pact was the constitution of the Mali Empire created in 1235 by the maghan (emperor) Sundjata Keita and the Assembly (Gbara) of manden community. In a moment of political and social changes, the manden hunters (simbon) swore an oath to ensure the well-being of their community in the 11th century. Two century later, the oath, by means of oral transmissions, served as inspiration for the Manden Charte. This oral document was inscribed in 2009 on the Representative List of the Intangible Cultural Heritage of Humanity kept by Unesco. This thesis contains the first translation into Portuguese of the oath of the hunters and the Manden Charte, which is analyzed and contextualized through historiographic debates with African historians and philosophers. The present study raises a discussion of peoples' right perspective that goes beyond the Western propositions, considering, above all, the pioneering of this African oral document in this scope / Trata-se de trazer à tona um estudo sobre a Carta Mandinga ou Pacto de Kurukanfuga, documento histórico oral africano, datado do século XIII. O estudo desse Pacto permite a aproximação com uma perspectiva africana daquilo que se convencionou chamar de direitos humanos ou direitos dos povos. O Pacto de Kurukanfuga foi a constituição do Império do Mali, fundado em 1235, pelo maghan (imperador) Sundjata Keita e pela Assembleia (Gbara) da comunidade manden. Em um momento de mudanças sociais e políticas, os caçadores manden (simbon), no século XI, engendraram um juramento para assegurar o bem-estar da sua comunidade. Dois séculos depois, o juramento, trasmitido oralmente, inspirou a Carta Mandinga. Esse documento oral foi inscrito, em 2009, na Lista Representativa de Patrimônio Intangível da Humanidade, da Unesco. Essa tese contém a primeira tradução para o português tanto do Juramento quanto da Carta, aqui analisados e contextualizadas a partir de discussões historiográficas trazidas por historiadores e filósofos africanos e da diáspora. O presente estudo suscita uma discussão sobre uma perspectiva não ocidental dos direitos dos povos, considerando, sobretudo, o pioneirismo deste documento oral africano nesse âmbito

Made available in DSpace on 2017-07-21T14:49:43Z (GMT). No. of bitstreams: 1 Rubia Janz.pdf: 3255364 bytes, checksum: 9c09386ebe6c506f7f71dda585926f14 (MD5) Previous issue date: 2016-05-25 / It seems that there is racial prejudice in the History of mankind since the birth of power relations between men. Nevertheless, since ancient times to the present day,human rights and coping mechanisms have greatly evolved, what might lead us to believe that such a practice is a problem close to being solved. However, we realize that racism presents new facets, more discrete and concealed, but still part of human societies. This is very clear in Brazil, where there is a type of cordial racism, silent and without actors, especially in relation to African descents. After years of claims, the black movement managed to achieve the law 10.639 / 03, which requires teaching of African-Brazilian History and African culture in basic education. The work aims to raise data by means of semi-structured quiz applied to students of Ponta Grossa city, Parana. It was elaborated based on Diretrizes Curriculares Nacionais (National Curriculum Guidelines) according to what the law 10639/13 proposes and it was analyzed both by a quantitative bias like for a qualitative. From the data obtained, it has the intention to answer the following questions: - what do students of the 1st year of high school know about Afro-Brazilian and African History and Culture? What representations do they build about the African continent, its culture and its people? To answer such questions we will use the theory of social representations of Serge Moscovici and the concept of Historical consciousness developed by Jörn Rüsen. The survey results showed that there is a progress in compliance with the law, especially regarding to how the contents are being worked out, but we still need more effort from all sectors involved in the History teaching and learning process so that the new issues required, mainly related to the African History, are in fact, embedded. Moreover, it can be seen that the representations these students build on the African continent are still stereotyped and reductionist, although there is a contrary movement towards recognition of some cultural practices and their influence on the construction of Brazilian culture and identity. / O preconceito racial parece existir na história humana desde a gênese das relações de poder entre os homens. Todavia, desde a Antiguidade até os dias atuais, muito se avançou em termos de direitos humanos e instrumentos de enfrentamento, o que poderia nos levar a crer que tal prática é um problema em vias de se resolver. Entretanto, percebemos que o racismo assume novas facetas, mais discretas e maquiadas, mas não deixa de fazer parte das sociedades humanas. Isso é muito claro no Brasil, onde existe um racismo cordial, silencioso e sem atores, sobretudo, em relação aos afrodescendentes. Após anos de reivindicações, uma das conquistas mais recentes do Movimento Negros é representada pela Lei 10.639/03 a qual tornou obrigatório o ensino de história e cultura afro-brasileira e africana na educação básica. A fim de perceber como a lei está reverberando nas escolas, esse trabalho tem como objetivo levantar dados a partir de um questionário semiestruturado aplicado a alunos do 1° ano do Ensino Médio de quatro escolas da cidade de Ponta Grossa, no Paraná. O instrumento de coleta de dados foi elaborado a partir de estudos das Diretrizes Curriculares Nacionais em consonância com o que a lei 10.639/13 propõe e será analisado tanto por um viés quantitativo como por um qualitativo. A partir dos dados obtidos, pretende-se responder aos seguintes questionamentos: - O que os alunos do 1° ano do Ensino Médio sabem sobre História e Cultura Afro-brasileira e Africana? Que representações eles constroem acerca do continente africano, das suas culturas e dos seus povos? Para responder a tais questionamentos lançamos mão da Teoria das Representações Sociais de Sergé Moscovici e do conceito de Consciência Histórica de Jörn Rüsen. Os resultados da pesquisa demonstraram que existe um avanço no cumprimento da Lei, especialmente no que toca à forma como os conteúdos vêm sendo trabalhados, porém ainda é preciso um esforço maior de todos os setores envolvidos no processo de ensino e aprendizagem histórica, para que as novas temáticas exigidas, principalmente referentes à História da África, sejam de fato incorporadas. Além disso, pode-se perceber que as representações que esses alunos constroem acerca do continente africano ainda são estereotipadas e reducionistas, embora haja um movimento contrário, no sentido de reconhecimento de algumas práticas culturais e da sua influência na construção da cultura e da identidade brasileiras.

O objetivo desta dissertação é debater o lugar e importância dos elementos de origem católica nas práticas políticas no reino do Congo nas ultima quatro décadas do século XVIII. Evitamos lidar com tais elementos através de uma ideia de simples incorporação passiva ou imposição cultural, que seria um equivoco tratando-se da complexidade do processo histórico do reino do Congo. Nosso olhar direciona-se para a agência histórica dos congoleses, sobretudo das elites políticas ligadas ao poder central, assim como local (das províncias). O material que a pesquisa analisa são três relatórios redigidos por missionários que habitaram e trabalharam no Congo, em diferentes contextos, durante as quatro ultimas décadas do século XVIII. Além dessas fontes mais consistentes, dispomos de alguns documentos mais fragmentários, principalmente correspondências trocadas entre agentes das missões, autoridades congolesas e autoridades lusitanas em Luanda e no reino de Portugal. Ao empreendermos o trabalho histórico com as fontes notamos a centralidade dos elementos do cristianismo (africanizados e incorporados no contexto congolês) no funcionamento do complexo sistema político operante no período pós-restauração. Neste contexto, os sacramentos, insígnias, especialistas, rituais católicos tornam-se importantes ferramentas para a rememoração da tradição política do período da centralização, no qual se fundou a vinculação entre catolicismo e o poder político no Congo. / The objective of this work is to discuss the importance of the Catholicism in 18th century Kingdom of Kongo political system. We avoid dealing with those elements through an idea of cultural imposition or simple incorporation, which would be a mistake when we deal with the complexity of the historical process in Kongo. We focus on the African agency on the historical process, mainly the political elites acting in central or provincial powers. The research analyzes three reports written by catholic missionaries who lived and worked in Kongo in the last four decades of the 18th century. Besides these (more consistent) sources, we analyze a few other documents: mainly letters exchanged by Congolese authorities, missionaries and Portuguese authorities in Luanda and Lisbon. In our historical research we note the central importance of the catholic elements (Africanized and incorporated to the Congolese context) to the functioning of the operating political system of the post-restoration period. Our proposition does not focus on the Catholicism in a context of the missions or the cultural contacts between Europeans and Africans. Beyond that discussion; we choose to look to the Catholic elements as insights to understand the political practices and the solidification of a Congolese political identity. In this context; the catholic rituals, sacraments, specialists and insignia are seen as important tools of re-memorization of the political tradition that connected Catholicism and political power in the Kingdom of Kongo.