Este projeto de pesquisa tem como objetivo analisar o caso do Cursinho Popular Mirna Elisa Bonazzi (Taboão da Serra, SP, Brasil) que faz parte da Rede Emancipa. Para isso, propõe-se uma experiência em campo de caráter etnográfico e fundamentada na Investigação-ação Participativa e uma análise que se enquadre em, mas não se limite a, o que é denominado perspectiva ou pensamento descolonial. Isto com o fim de abordar a pedagogia descolonial nos processos de educação popular, que permanecem no percurso da proposta de Paulo Freire. O caso particular do cursinho é relevante no contexto onde está localizado, Taboão da Serra, pois ao pertencer a uma organização de caráter nacional, a Rede Emancipa, consegue articular-se com organizações de base nos territórios, trabalhar na formação de lideranças, debater sobre as opressões concretas e subjetivas, assim como conceber projetos de emancipação. Fazer uma análise do caso, a partir de uma revisão teórica e trabalho de campo, permite contribuir ao debate da pedagogia descolonial, com base em uma fundamentação empírica / This research aims to analyze the case of the Mirna Elisa Bonazzi Pre-University Popular Course (Taboao da Serra, Brazil), which makes part of the Emancipa Network. The proposal consists of an ethnographic field research based on Participatory Action-Research and an analysis framed into, but not limited to the decolonial perspective or thought. The purpose of the above is to approach the decolonial pedagogy in the popular education processes that remain in the path of Paulo Freires proposal. The particular case of the Pre-University Popular Course is relevant in its context, Taboao da Serra, because belonging to a national organization, the Emancipa Network, it articulates with grassroots organizations, and it develops leaderships, debates regarding concrete and subjective oppressions and contributions to the emancipation projects. This case analysis, based on theoretical and field research, permits a contribution to the decolonial debate with an empirical basis

Este projeto de pesquisa tem como objetivo analisar o caso do Cursinho Popular Mirna Elisa Bonazzi (Taboão da Serra, SP, Brasil) que faz parte da Rede Emancipa. Para isso, propõe-se uma experiência em campo de caráter etnográfico e fundamentada na Investigação-ação Participativa e uma análise que se enquadre em, mas não se limite a, o que é denominado perspectiva ou pensamento descolonial. Isto com o fim de abordar a pedagogia descolonial nos processos de educação popular, que permanecem no percurso da proposta de Paulo Freire. O caso particular do cursinho é relevante no contexto onde está localizado, Taboão da Serra, pois ao pertencer a uma organização de caráter nacional, a Rede Emancipa, consegue articular-se com organizações de base nos territórios, trabalhar na formação de lideranças, debater sobre as opressões concretas e subjetivas, assim como conceber projetos de emancipação. Fazer uma análise do caso, a partir de uma revisão teórica e trabalho de campo, permite contribuir ao debate da pedagogia descolonial, com base em uma fundamentação empírica / This research aims to analyze the case of the Mirna Elisa Bonazzi Pre-University Popular Course (Taboao da Serra, Brazil), which makes part of the Emancipa Network. The proposal consists of an ethnographic field research based on Participatory Action-Research and an analysis framed into, but not limited to the decolonial perspective or thought. The purpose of the above is to approach the decolonial pedagogy in the popular education processes that remain in the path of Paulo Freires proposal. The particular case of the Pre-University Popular Course is relevant in its context, Taboao da Serra, because belonging to a national organization, the Emancipa Network, it articulates with grassroots organizations, and it develops leaderships, debates regarding concrete and subjective oppressions and contributions to the emancipation projects. This case analysis, based on theoretical and field research, permits a contribution to the decolonial debate with an empirical basis

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-04-11T14:14:24Z No. of bitstreams: 1 Evandra Cristina Gonçalves Moreira_.pdf: 1891480 bytes, checksum: aad1da47c1f18d18e8a793db043c739d (MD5) / Made available in DSpace on 2018-04-11T14:14:24Z (GMT). No. of bitstreams: 1 Evandra Cristina Gonçalves Moreira_.pdf: 1891480 bytes, checksum: aad1da47c1f18d18e8a793db043c739d (MD5) Previous issue date: 2018-03-02 / CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico / Este trabalho verifica como gênero se relaciona com os enunciados de políticas públicas de desenvolvimento rural, por meio da implantação de barragens, em Cabo Verde. Considera que as questões envolvendo as relações de gênero, assim como as relacionadas à modernização da agricultura, têm impulsionado a criação de políticas públicas e uma variedade de programas e atividades que estão sendo incluídas dentro dessas duas rubricas. Para uma análise destas políticas, esta dissertação está amparada em um estudo de caso -- Barragem de Figueira Gorda, no Concelho de Santa Cruz, na Ilha de Santiago, no período de janeiro a abril de 2017, desde uma abordagem etnográfica. Primeiramente, foram sistematizados e analisados os planos/programas que têm relação com o setor da agricultura e a igualdade de gênero, seguido de uma etnografia, para perceber as dinâmicas resultantes do empreendimento, sendo as entrevistas, o diário de campo e conversas informais as técnicas utilizadas junto das mulheres, agricultores e entidades públicas. E, a partir destas abordagens traçadas, ao caraterizar as políticas públicas voltadas ao desenvolvimento rural, foi possível evidenciar que desde a formulação, apresentam Cabo Verde enquanto um país de “poucos recursos” e com forte dependência das “ajudas e financiamentos internacionais”, com programas/planos que nascem de uma agenda internacional, em nome de um desenvolvimento sustentável, com foco no setor ambiental e econômico. E, no caso da Barragem de Figueira Gorda, a experiência deste modelo, evidência uma (re) configuração do espaço social, que reforçou as desigualdades de gênero e a não participação da mulher na agricultura “moderna”, conservando, assim o sistema moderno/colonial. / This work verifies how gender is related to the statements of public policies of rural development, through the implementation of dams, in Cabo Verde. It considers that issues involving gender relations, as well as those related to the modernization of agriculture, have driven the creation of public policies and a variety of programs and activities that are being included within these two headings. For an analysis of these policies, this dissertation is supported by a case study - Figueira Gorda Dam, in the Municipality of Santa Cruz, on the Island of Santiago, from January to April 2017, from an ethnográgico approach. Firstly, the plans / programs related to the agricultural sector and gender equality, followed by an ethnography, were systematized and analyzed to understand the dynamics of the enterprise, the interviews, the field diary and the technical information conversations used women, farmers and public entities.And from these outlined approaches, by characterizing the public policies focused on rural development, it was possible to show that since the formulation, they present Cabo Verde as a country of "few resources" and with a strong dependence of "international aid and financing", with programs / plans that are born from an international agenda, in the name of sustainable development, focusing on the environmental and economic sector. And in the case of the Figueira Gorda Dam, the experience of this model, evidence a (re) configuration of the social space, that reinforced the gender inequalities and the non participation of women in "modern" agriculture, thus conserving the modern / colonial.

Die vorliegende Dissertation bietet eine Ethnographie über die Musealisierung der Migration in Paris und Berlin an. Die Autorin stellt fest, dass trotz klarer Unterschiede zwischen den beiden nationalen, politischen Landschaften, viele Differenzen verschwinden, wenn die Kolonialgeschichte berücksichtigt wird. Die Arbeit kombiniert Ethnographien und Theorien und zeigt auf, wie die Repräsentation der Migration an die Kolonial – und Imperialgeschichte gebunden ist. Dies bedeutet, dass ältere Repräsentationen der „Anderen” (wie “Eingeborenen/Primitiven“) immer noch präsent sind, und zwar als Teil der Repräsentationen von „Immigranten“. Aus dieser Perspektive werden Bilder von “Europa” und den “Anderen” neu konfiguriert. Die Arbeit zeigt weiterhin, dass in Frankreich und Deutschland die jeweiligen Repräsentationen der „Anderen/Immigranten“ sehr ähnlich sind, denn in beiden Ländern steht die Migrationsmusealisierung für eine selektive Integration von Diversität und Mobilität in den jeweiligen nationalen Gemeinschaften. Dennoch, und auch das zeigt die Arbeit, werden die Bilder des „nationalen/Eigenen“ in beiden Ländern unterschiedlich gestaltet. Aufgrund dessen emergieren zwei Felder: eine Europäische Zone (von EU-Mitgliedern) und eine Nichteuropäische Zone (von sog. „Immigranten“). Die Disertation analysiert das konfliktive Aufeinandertreffen der beiden Felder im Museum mit Hilfe des Konzepts der Kontaktzonen. Dieses Konzept ermöglicht eine ethnographische Annäherung an komplexe Diskussionen über Moderne, Gender, Rassismus, Nationalismus und Staatsbürgerschaft, welche immer in Debatten zum Thema Migration auftauchen. Darüber hinaus reflektiert die Arbeit den Impact dieser Konflikte auf das Europäische und nationale Kollektivgedächtnis aus einer Machtperspektive. Somit bietet sie eine Reflextion über Europäische und nationale Erinnerungslandschaften an und schlägt vor, dass diese aus verschiedenen formen kollektiver Gedächtnisse zusammengesetzt werden können. / This dissertation is an ethnography about the field of the museumization of migration in Paris and Berlin. After having begun with a recognition of the visible differences between the national landscapes of France and Germany, the ethographer’s conclusion shifted into the opposite direction: the differences at the level of the “national” actually blur when colonial and imperial history are taken into account. Based on a combination of ethnographies and theory, this thesis shows how the representation of migration is historically connected with colonial history. This means that former representations of the “other” (the “indigenous” and the “primitive”) continue to exist today, but now attached to the figure of the “immigrant”. From this perspective, images of “Europe” and its “others” emerge anew in the present context. This thesis shows how, in both France and Germany, respective representations of the “others/immigrants” are very similar. In both countries, official representations of migration stand for how each nation selects and integrates diversity and mobility into the national narrative. On the other hand, images of the “national self” differ drastically between France and Germany. In this way, two distinctive fields emerge, namely: the European zone (made up of EU-nationals) and the non-European zone (made up of so called “immigrants”). In this thesis, the (conflicting) coming together of both fields at the museum is approached through the concept of the contact zone. This concept allows an ethnographic approach towards complex discussions about modernity, gender, racism, nationhood and citizenship – all of which emerge through the topic of migration. Finally, this thesis reflects on the impact of these conflicts on the making of “European” and “national” collective memories by looking at these debates from a power perspective and thus opening the path for the coexistence of collective memories in the public spaces of national and European landscapes.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-12-19T17:22:15Z No. of bitstreams: 2 Dissertação - Isabella Bruna Lemes Pereira - 2017.pdf: 2979049 bytes, checksum: de529671e0d34cfbcb13624c14079816 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-12-21T12:32:11Z (GMT) No. of bitstreams: 2 Dissertação - Isabella Bruna Lemes Pereira - 2017.pdf: 2979049 bytes, checksum: de529671e0d34cfbcb13624c14079816 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-12-21T12:32:11Z (GMT). No. of bitstreams: 2 Dissertação - Isabella Bruna Lemes Pereira - 2017.pdf: 2979049 bytes, checksum: de529671e0d34cfbcb13624c14079816 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-17 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The aim of the dissertation is analyzing parliamentarian discourses about the human rights of people whom the sexuality, or the gender identity does not satisfy the heteronormative and heterosexual standard imposed by society. The methodology used is the analyze of the discourses using studies developed by Michel Foucault e Dominique Maingueneau. The analysis’ constitutive matter, the corpora, were the written or verbal federal congressmen’ discourses related to the House of Representatives’ parliamentarian bills with related themes to the School Without Party Movement. They are: Bill 7180/2014 (aims the insertion of the familiar value reasons precedence above the scholar education on the aspects related to the moral, sexual and religious education as a principle). Bill 7181/2014 (aims the application of a ten-year validity to the National Curricular Parameters (NCP)). Bill 867/2015 (aims the insertion of the “School Without Party Program” in the NCP). Bill 6005/2016 (aims the creation of the “Free School Program”). Bill 1859/2015 (aims the prohibition of “gender ideology” teaching policies development). Bill 5487/2016 (aims the prohibition of sexual orientation and the distribution of books about sexual diversity orientation for children). The understanding of the parliamentarian about Human Rights is relative, since it does not involve all the people, i.e., it is restricted to certain social categories, which is explained by the way the Brazilian citizenship was formed: patriarchal, full of conservatism and religious ideals that prevent a less prejudiced, sexist and colonized look about the differences and the multiple sexual identities, and allow the imposition of unfounded speeches, e.g., the “gender ideology”, restricting spaces that should be democratic. / A presente dissertação tem como objetivo analisar os discursos dos parlamentares quanto aos direitos humanos de pessoas cuja sexualidade ou a identidade de gênero não satisfazem o padrão heternormativo e heterossexual imposto pela sociedade. A metodologia do trabalho foi a análise do discurso a partir de Michel Foucault e Dominique Maingueneau. O material constitutivo da análise, o corpora, foram os discursos escritos ou verbais dos deputados federais, relacionados aos projetos de lei de parlamentares na Câmara dos Deputados com temática afim ao Movimento Escola sem Partido. São eles : PL 7180/2014 (objetiva inserir como princípio a precedência aos valores de ordem familiar sobre a educação escolar nos aspectos relacionados à educação moral, sexual e religiosa), PL 7181/2014 (objetiva aplicar vigência decenal aos PCN), PL 867/2015 (objetiva inserir no PCN o “Programa Escola sem Partido”), PL 6005/2016 (objetiva criar do “Programa Escola Livre”), PL 1859/2015 (objetiva proibir de desenvolvimento de políticas de ensino que versem sobre “ideologia de gênero), PL 5487/2016 (objetiva proibir a orientação e distribuição de livros que verse sobre orientação de diversidade sexual para crianças e adolescentes). A compreensão de direitos humanos dos parlamentares é relativa, posto que não abrange a todos, mas se restringem a certas categorias sociais, o que se explica pela forma com que se deu a cidadania brasileira, patriarcal, carregada de conservadorismos e ideais religiosos que impedem um olhar menos preconceituoso, sexista e colonizado sobre as diferenças e as diversas identidades sexuais, e permitem que discursos infundados, como o da “Ideologia de Gênero” se imponham, restringindo espaços que deveriam ser democráticos.

Early in the 21st Century, the European Union began to grow in influence in the South-Eastern European region. Thus, a discourse of transition defined by the proclaimed shift of the country from the Dayton Peace Agreement, which ended the war in 1995, to Euro-Atlantic integration, began to intensify in BiH. The discourse of transition is therefore simplistically referred to as 'from Dayton to Brussels'. At the same time up until the middle of the decade, British politician Paddy Ashdown was serving as the High Representative of international community for Bosnia and Herzegovina. It is, therefore, unsurprising that he co-constructed the discourse himself. This diploma thesis examines mainly the process of legitimization of the discourse of transition by Paddy Ashdown. Specific legitimization strategies are examined by means of critical discursive analyses and decolonial approach. The main aim of the thesis is to investigate whether the legitimization strategy of Paddy Ashdown is embedded in colonial matrix of power. Based on analyses of Ashdown's speeches, an overarching legitimization strategy was detected - mythopoesis (referring to myths and stories) rooted in colonial matrix of power. The entire argumentation of the High Representative is built around a fairytalelike story about Bosnia and...

Les iniquités de santé vécues par les communautés autochtones sont des conséquences visibles des déterminants structurels de la santé, tels que le racisme systémique et le colonialisme. En 2021, une enquête auprès des Inuit du Nunavik, a révélé un manque de confiance envers les professionnels de la santé et des services non culturellement sécuritaires. Les infirmières en première ligne sont les piliers du système de soins nordiques. Cette étude avait pour but d’explorer la perspective d’infirmières de première ligne sur la prestation de soins et services promouvant l’équité exerçant auprès des communautés Inuit du Nunavik. Une perspective critique postcoloniale ainsi qu’un devis descriptif interprétatif (Thorne, 2016) ont été utilisés. Le cadre théorique développé par Browne et al. (2018) s’intitulant Key Dimensions of Equity-Oriented Health Care and Strategies to Guide Implementation a guidé cette étude. Au total, 10 infirmières et infirmiers de première ligne exerçant au Nunavik ont participé à des entrevues individuelles semi-structurées. Une analyse thématique des données (Braun et Clarke, 2006) a été effectuée. Les résultats ont permis d’identifier une conception fluide des soins et services promouvant l'équité, passant d’une perspective égalitaire à critique. Cette conception façonne de manière significative la perception du contexte nordique colonial, du système de santé et de l’approche de soins infirmiers. L'un des principaux défis exprimés par les infirmières concerne l'indifférence des systèmes de santé aux priorités des communautés. Des actions locales sont priorisées pour surmonter ce défi. Des pistes d’améliorations, telles que le développement d’une conscience critique sont décrites. / Health inequities experienced by Indigenous communities are visible consequences of structural determinants of health, such as systemic racism and colonialism. In 2021, a survey of Inuit in Nunavik revealed a lack of trust in health care professionals and culturally unsafe services. Primary care nurses (RNs) are the backbone of the northern health care system. The purpose of this study was to explore equity-oriented care and services from the perspectives of primary care RNs working in Nunavik Inuit communities. A critical postcolonial perspective (Anderson et al., 2009) and an interpretive descriptive design (Thorne, 2016) were used. The Key Dimensions of Equity-Oriented Health Care and Strategies to Guide Implementation (Browne et al., 2018) theoretical framework guided the study. Semi-structured interviews were conducted with ten primary care RNs working in Nunavik. The data was analyzed thematically (Braun & Clarke, 2006). The findings identified a fluid conceptualization of equity-oriented care and services, ranging from egalitarian to critical perspectives. This conception significantly shapes nurses' perceptions of the northern colonial context, the health system, and the nursing care approach. One of the main challenges expressed by nurses is the indifference of health systems to community priorities. Local actions are prioritized to overcome this challenge. Pathways of change, such as the development of critical consciousness, are described.