This public history thesis project experimented with the application of new technology in creating an educational resource aimed at twenty-first century public audiences. The project presents the history, musicology, and historiography of Afro-American slave music in the United States. In doing so, the project utilizes two digital media tools: VuVox, to create interactive collages; and VisualEyes, to create digital visualizations. The purpose of this thesis is to assess how the project balances the goals of digital history, public history, and academic history. During the production of the Afro-American Slave Music Project, a number of the promises of digital history were highlighted, along with several of the potential challenges of digital history. In designing the project, compensations had to be made in order to minimize the challenges while maximizing the benefits. In effect, this thesis argues for the utility of digital history in a public setting as an alternative to traditional, prose-based academic history.

Made available in DSpace on 2016-04-26T14:55:02Z (GMT). No. of bitstreams: 1 Vagner Aparecido de Moura.pdf: 8875250 bytes, checksum: a6f575102725353dc1f3d04033cf6e01 (MD5) Previous issue date: 2014-10-17 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The current aim of this study is to discuss, from Historical and Anthropological perspective the racial relationship in Brazil and in the United States of America, the influence of memory in the subjectivation process of the social actors: Afro-American and Afro-Brazilian and the role of influence of the digital media in this process. To emphasize the understanding of the digital media, the reader must be attentive to the fact that digital media refer to a moving space, hybrid, which is composed by relationship between eletronic space and physical space. This space is where the process of subjectivation of the social actors brings back the discussion of corporeality, of image, of the place and no place of the social actor and otherness in the modern world. Being aware of this context and complexity, I have elaborated, during my study of doctorate, a proposal of netnographic anchored in the following procedures: Entrée: the netnographic exploratory journey is based on phenomenological categories of Merleau-Ponty (1999): préreflexive, intersubjectivity, body language and symbolic in order to get the first impressions and data of the sites checked to introduce to my reader how to set up subjectivity process of social actor and the second procedure Analysis and interpretation of data corresponds to a triad model which is composed by four categories: Territoriality, Psyche (Freud), Semiotic (Peirce) and Psyche (Lacan) each of these categories is composed by three phases in order to not only denude the role of image, of language and of discourse on the virtual social networks, but also corroborate the netnographic journey of the first procedure of the netnographic model (Entrée) or introduce new paths/directions for the processing of the subjectivation of the social actors / O presente estudo tem como finalidade discutir, sob a perspectiva história e antropológica as relações raciais no Brasil e nos Estados Unidos da América, a influência da memória no processo de subjetivação dos atores sociais: afro-brasileiros e afro-americanos e o papel e a influência das mídias digitais neste processo. Ressalta-se que para compreender as mídias digitais, deve-se estar atento ao fato de que as mídias digitais correspondem um espaço movente, híbrido, constituído pela relação entre o espaço eletrônico e o espaço físico, lócus em que o processo de subjetivação dos atores sociais traz, à baila, a discussão da corporalidade, da imagem, do lugar e do não lugar do sujeito e da alteridade na pós-modernidade. Sendo anuente desse contexto e de sua complexidade, elaborei, durante o estudo de doutoramento, uma proposta de modelo netnográfico ancorado nos seguintes procedimentos: Entrée: percurso netnográfico exploratório com base nas categorias fenomenológica de Merleau-Ponty (1999): pré-reflexivo do cogito, intersubjetividade, corpo, linguagem e o simbólico com a finalidade de obter as primeiras impressões e dados dos sítios observados/experimentados e, assim, apresentar ao meu coenunciador como se configura o processo de subjetivação dos atores sociais e o segundo procedimento a Análise e a interpretação de dados corresponde a um modelo triádico composto por quatro categorias: Territorialidade, Psiquismo (Freudiano), Semiótica (Peirce) e Psiquismo (Lacaniano) cada uma destas categorias é constituída por três fases com fulcro não só em descortinar o papel da imagem, da linguagem e do discurso nas redes sociais virtuais, como também corroborar o percurso netnográfico do primeiro procedimento do modelo netnográfico (Entrée) ou apresentar novas pistas sobre processo de subjetivação dos atores sociais

Elma Lewis, founder of the Elma Lewis School of Fine Arts, National Center of Afro-American Artists, and Museum of the National Center of Artists, was the subject of this historical case study. Focused attention was directed at Lewis’ philosophy, her School of Fine Arts, and her use of arts education as a tool for achieving racial pride and equity for mid-century Black Bostonians. Objectives of this study included recording Lewis’ philosophy and its relationship to Garveyism as well as cataloguing the means by which Lewis’ ideals advanced African Americans in their pursuit of racial pride and equity. Data for the study was assembled from primary and secondary sources. Primary source materials preserved in the archives of Elma Lewis, her School of Fine Arts (ELSFA), the National Center of Afro-American Artists (NCAAA), and the Museum of the National Center of Afro-American Artists (MNCAAA) were mined for relevant data as were third party interviews and the NCAAA website. Interviews of former ELSFA faculty, students, parents, and community members conducted by this researcher breathed renewed life into dormant archival materials while simultaneously triangulating all data. Findings identify Lewis’ philosophy of arts education as cultural emancipation (AECE) as an artistic relative of Garveyism and related yet distinct from music education philosophies centering aesthetic education and participatory action. Recommendations for future research identify topics within music/arts education’s burgeoning domain of African American arts education.

The contemporary North American fiction (African American) presents concerns regarding the identity of African-Americans. There is a need, through the literary text, to establish a dialogue with the myths and historical models for the legacy tradition of slaves from Africa. The aim of this study is to analyze how, through the composition of the characters and through the eyes of the witness-narrator, the questions about the construction of an African-American identity are presented and discussed, and how it is possible to perceive in the novel The Eye Bluest, (1970), the resumption about the discussion about the concept of blackness. One of the interests in this analysis is to investigate the way oppression is imposed on a black community, established in the north of the US. Both blackness and Afro-American identity are represented in Morrison´s fiction through the voice of the witness-narrator that builds a critical point of view on the white north american society and on the black community, which in many ways, reduplicates the prejudiced look launched on itself and on its members. The criticism is also established through the representation of the main character, Pecola. The research is based on analysis of the novel of the American writer Toni Morrison. The Bluest Eye is the first novel published by the author and constitutes itself as a report of the witness-narrator ´s experiences, and as the social and cultural representation of a certain community in a very precise socio-historical moment. To perform the analysis, it was necessary to establish the concepts of cultural identity, blackness, subjectivity and (Afro) American history, taking into account the fictional discourse. / A ficção contemporânea norte-americana (Afro-americana) apresenta preocupações referentes à identidade dos Afro-americanos. Há uma necessidade de, através do texto literário, estabelecer um diálogo com os mitos históricos e modelos legados pela tradição dos escravos vindos de África. O objetivo desse trabalho é analisar de que maneira, através da composição das personagens e através do olhar da narradora-testemunha, são apresentados e discutidos questionamentos acerca da construção de uma identidade Afro-americana, e como se percebe, no romance The Bluest Eye, (1970), a retomada da discussão acerca da noção de negritude . Um dos interesses nesta análise foi o de perceber como a opressão é exercida sobre uma comunidade negra estabelecida no norte dos E.U.A. As questões de negritude e identidade Afro-americanas são estabelecidas na ficção morrisoniana através da voz da narradora-testemunha que constrói um ponto de vista crítico sobre a sociedade branca norte-americana e sobre a própria comunidade negra, que em muitos sentidos, passa a reduplicar o olhar preconceituoso lançado sobre si mesma e sobre seus membros. E também, através da caracterização da personagem principal, Pecola. The Bluest Eye é o primeiro romance publicado por Toni Morrison e constitui-se como um relato de vivências de Claudia, a narradora-testemunha, e como a representação social e cultural de uma dada comunidade, em um dado momento sócio-histórico. Para efetuar a análise, fez-se necessário estabelecer conceitos de identidade cultural, negritude, subjetividade e história (Afro) americana, levando em consideração a ficcionalidade e o discurso.

Les musiques afro-américaines et le jazz en particulier, nous interpellent de manière opportune sur les relations interculturelles qui se jouent dans nos sociétés occidentales. Analyseurs des relations interculturelles, les phénomènes musicaux d’origine afro-américaine nous invitent à repenser sous un angle original les questions de la ségrégation et des discriminations exercées sur la communauté afro-américaine. En outre, c’est notre rapport à la culture et à l’art dans nos sociétés occidentales qui s’en trouve interrogé. À travers la transmission et la diffusion du jazz de l’autre côté de l’Atlantique, en Europe et notamment en France, j’analyserai les perspectives et développements contemporains du jazz en interrogeant en particulier l’enchevêtrement des multiples traditions. La cohabitation, dans le maelstrom contemporain, de diverses traditions jazzistiques peut être perçue comme autant de tentatives originales et conflictuelles de musicalisation du monde. / The Afro-American music and jazz in particular, question us in a convenient way on the intercultural relations which happen in our western societies. “Analyser” of the intercultural relations, the musical phenomena of Afro-American origin invites us to rethink under an original angle the questions of segregation and discriminations exercised on the Afro-American community. More over, the relationship we have with culture and art in our western societies has to be questioned here. Through the transmission and the distribution of Jazz on the other side of the Atlantic Ocean, in Europe in particular in France, I shall analyse the perspectives and the contemporary developments of the jazz would thus be perceived as so many original and contradictory attempts of “musicalisation” of the world.

Cette étude explore les stratégies de survie qu'Edwidge Danticat, Jamaica Kincaid et Toni Morrison développent dans leurs romans. Il s'agi de n'étudier que trois romans de chacune d'entre elles. Elles sont toutes trois de trois générations différentes. Une vingtaine d'années sépare chacune d'entres elles, et pour tant les thématiques qu'elles élaborent se font écho, sans pour cela que leurs stratégies d'écriture soient comparables. La première partie s'intéresse aux bases de la transmission de la problématique des noirs des Amériques: la mère, le père et la structure sociale, c'est-À-Dire la relation aux autres. La deuxième partie est centrée sur l'individu et ce qui en est dit dans les textes, mais aussi sur la marge de silence qu'ils expriment. La troisième partie étudie les stratégies qui s'élaborent depuis la marge puisque ces romans-Là, de manière intrinsèque, racontent la marge. La quatrième partie explore les stratégies de résilience qui se concentrent essentiellement sur le vivant qui, cependant, n'accède à la compréhension de ses propres stratégies de survie que trop tardivement. / Our purpose is to explore the survival strategies that Edwidge Danticat, Jamaica Kincaid ans Toni Morrison develop in their novels. Only three novels of each author were the objects of our scrutiny. The three novelists are Afro-American and Afro-Caribbean from three different generations. A bear 20 years stands between each of them, yet the themes they tackle echo each others even if their writing strategies seem different. Our first part deals with the bases of black lore transmission: the impact of the mother figure, the place of the father and the social structure which transmits cultural features through relationships between each individual. Our second part is centered on the experiences from the margin: what it is to live" outside" and the silences it implies. Our third part explains the strategies that are elaborated from that margin. Finally, yhe fourth part concentrates on resilience strategies even if the understanding of the phenomenon happens belatedly.

Syftet med denna studie är att få större insikt i vad det innebär att utveckla en ny sångteknik. För att undersöka detta har jag under en fyraveckorsperiod övat edge tio minuter per dag, fem dagar i veckan. Tre av dessa övningstillfällen har videofilmats. Jag har också använt mig av loggbok för att dokumentera mina olika upplevelser under processens gång. Som teoretisk utgångspunkt har jag utgått utifrån ett sociokulturellt perspektiv. I resultatet redovisas vilka redskap som användes och hur dessa hanterades samt hur processen gällande lärandet har utvecklats. Resultatet visar att de mest centrala redskap som användes var kroppen, metodboken, pianostol, vägg och en låt. Flera av redskapen användes för att få bättre luftkontroll. I diskussionen beskriver jag utifrån det sociokulturella perspektivet vilka förutsättningar som har funnits samt vilka redskap som användes vid lärandet. / The purpose of the study is to get a deeper insight of what it means to develop a new singing technique. To study this I have practiced edge ten minutes per day during a period of four weeks, five times a week. Three of these exercices have been videotaped. I have also used a logbook to document new experiences during the process. I have a socio-cultural perspective as a theoretical base in this study. In the result the different tools that were selected show how these were handled and how the process in learning has developed. The results show that the most central tools that were used were the body, the method book, the piano chair, the wall and a song. In the discussion I describe, from a socio-cultural perspective, what the conditions have been, and which tools I have used.

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.

Au sortir de quatre années d’une guerre fratricide, les États-Unis s’engageaient sur la voie de la Reconstruction, période qui généra des questions autour de la liberté. Deux catégories étaient au cœur d’une actualité faite de rebondissements multiples : les Noirs et les femmes. Les uns parce que leurs soutiens abolitionnistes souhaitaient obtenir une citoyenneté immédiate (“This is the Negro’s hour”) ; les autres parce qu’elles étaient les alliées de longue date des mêmes abolitionnistes et réclamaient dorénavant le suffrage. Ce fut le début d’alliances, de mésalliances entre les hommes noirs, les suffragists, les femmes noires et leurs soutiens et adversaires respectifs, pris qu’ils étaient dans les péripéties de luttes et de causes qui, bien que complémentaires et concomitantes, demeurèrent souvent différentes voire divergentes sur le plan des principes et des stratégies de lutte, ce qui mena parfois à une hostilité réciproque. Tous entrèrent ainsi dans un jeu continu entre universalisme et particularisme (s) jusqu’à l’avènement du vote féminin (Sud mis à part) en 1920 puis du Voting Right Act (1865). Que la réussite des un(e)s dépendît ou non de la victoire des autres, les défaites successives des un(e)s et des autres montraient quant à elles les réticences d’une société traversée par les convulsions occasionnées par ses contradictions d’origine : depuis qu’elle avait proclamé tous les hommes (hormis les Noirs, les Amérindiens et les femmes) égaux. L’inclusion électorale des Noirs et des femmes fut effective au terme de plus d’un siècle de luttes, d’alliances et de mésalliances qui se succédèrent au milieu de cycles successifs d’adhésions ou d’oppositions souvent tumultueuses d’un bout à l’autre de l’échiquier politique. / In the wake of a tragic civil war, the United States entered a period of Reconstruction that aroused many questions about the notion of liberty. Two groups were propelled into the center of the country’s public debate: Blacks and women. While the former became a central issue because their abolitionist allies wanted them to garner immediate citizenship (“This is the Negro’s hour”), the latter were trying to catch public attention because they had been longtime allies to the same abolitionists and were now claiming their own enfranchisement. That was the inception of a long period made of alliances interspersed with moments of blatant disagreement and even separation between black male militants, suffragists, black female franchise advocators, and their respective supporters or opponents. They were all caught in the twists and turns of struggles and causes that complemented one another. Though their motives were concomitant and compatible, they remained fundamentally distinct, even divergent in terms of principles and strategies, which sometimes sparked mutual hostility. They all entered a cycle of actions oscillating between a universal and a particular claim of the franchise. This situation prevailed until the advent of universal female suffrage in 1920 (except for black women in the South). Whether or not the success or failure of black males depended on the defeat of women, the successive defeats of both groups pointed out the reluctance of a society undergoing the convulsions sparked by its original contradictions stemming from the very period when it declared all men equal; all except Indians, Blacks, and women. The final enfranchisement of both women and Blacks took more than a century of alliances and dissociations in the midst of a tumult of successive support or opposition across the country’s political spectrum.

Esta dissertação apresenta uma leitura do romance Passing, com o foco na caracterização e enredo a partir da perspectiva de duas questões inter-relacionadas. Primeiro, a leitura examina a questão da maternidade e a questão da raça na caracterização de duas protagonistas, considerando que ambas as questões sustentam uma importância histórica no contexto de vida das mulheres negras daquele período, como os biógrafos de autores testemunham. Segundo, a leitura enfatiza as correlações de enredo e desejo como uma forma de entender o que está em jogo na narrativa. O romance foi publicado em 1929 pela escritora Afro-Americana Nella Larsen durante o movimento estético e cultural chamado Harlem Renaissance, um movimento cujo apogeu na década de 20 do século passado causou um crescimento da consciência social e o surgimento da literatura moderna Afro-Americana. Em uma década, o tema ‘passing’ constituiu um dos tópicos privilegiados em vários romances por escritores Afro-Americanos. Minha análise se sustenta a partir de diferentes fontes: relações entre mãe/filha a partir de Marianne Hirsch e Nancy J. Chodorow; a questão da raça e conflitos de ‘passing’ a partir de Thadious M. Davis, Elaine K. Ginsberg e Martha J. Cutter, assim como enredo e desejo de Peter Brooks. Na interligação de elementos biográficos, psicológicos, culturais e literários, minha leitura apresenta como a novela dramatiza o conflito insolúvel de raça divida – branca e preta – que destaca as lutas e dificuldades dos personagens quando enfrentando o vazio do pertencimento que acompanha a experiência de ‘passing’. / The thesis presents a reading of the novel Passing, with a focus on characterization and plot from the perspective of two interrelated issues. First, the reading examines the question of motherhood and the question of race in the characterization of the two major female protagonists, considering that both questions bear historical importance in the context of black women’s lives of the period, as the author’s biographers testify. Second, the reading highlights the connections of plot and desire as a way of understanding what is at stake in the narrative design. The novel was published in 1929 by the Afro-American writer Nella Larsen during the cultural and aesthetic movement called the Harlem Renaissance, a movement whose heyday in the 20´s in the last century brought about the uplifting of racial consciousness and the emergence of modern Afro-American literature. In the decade, the theme of ‘passing’ constituted one of the privileged topics in several novels by Afro-American writers. My analysis draws support from different sources: mother/daughter relationships from Marianne Hirsch and Nancy J. Chodorow; the question of race and ensuing conflicts of ‘passing’ from Thadious M. Davis, Elaine K. Ginsberg and Martha J. Cutter; and plot and desire from Peter Brooks. In the interweaving of biographical, psychological, cultural and literary elements, my reading shows how the novel dramatizes the insoluble conflict of the racial divide – white and black - which underlies the characters´ struggles and difficulties when facing the void in belongingness that attends the experience of passing.