Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-13T18:04:28Z No. of bitstreams: 1 Maria Nazare Mota de Lima.pdf: 928361 bytes, checksum: 9d7336a461d610b256a7a7b16eabc08b (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-05-16T17:11:04Z (GMT) No. of bitstreams: 1 Maria Nazare Mota de Lima.pdf: 928361 bytes, checksum: 9d7336a461d610b256a7a7b16eabc08b (MD5) / Made available in DSpace on 2013-05-16T17:11:04Z (GMT). No. of bitstreams: 1 Maria Nazare Mota de Lima.pdf: 928361 bytes, checksum: 9d7336a461d610b256a7a7b16eabc08b (MD5) Previous issue date: 2007 / A tese aborda a questão das identidades na Formação de Professoras sobre História e Cultura Afro-brasileira e Africana realizada pelo CEAFRO, programa do Centro de Estudos Afro-Orientais da Universidade Federal da Bahia - CEAO/UFBA, voltado para a educação e profissionalização para a igualdade racial e de gênero. Associando linguagem e educação, teoricamente, o estudo filia-se à Lingüística Aplicada, articulando conhecimentos gerados na Análise Crítica do Discurso, nos Estudos Culturais, na Educação Anti-Racismo e nas Ciências Sociais. Para focalizar os etnométodos construídos durante a Formação de Professoras para implementação da Lei 10.639/03, realizei entrevistas com formadoras e professoras, sessões de Grupo Focal e consulta a fontes documentais, mostrando a relação de suas identidades com o processo formativo no Programa. A pesquisa traz relatos das entrevistadas sobre si e sobre o processo de que participaram e explora aspectos da Formação analisada que podem ser incorporados ao currículo da Formação Inicial e Continuada de Professores/as a respeito de relações raciais. A criação de vínculos e de relações horizontais entre formadoras e professoras, a distinção entre formação e militância, os desafios enfrentados no processo formativo são discutidos, evidenciando, a partir daí, como ter as professoras como aliadas na reversão do racismo pela educação. / Salvador

The present study was designed to investigate the social construction of racial and ethnic identities and categories among second-generation Canadian youth who identify as, or can be physically identified as Black. A culturally diverse sample of 34 participants aged 13 – 19 years was recruited from communities in the General Toronto Area to participate in six discussion groups. Discourse analysis was utilized to demonstrate the fluidity and negotiability of racial and ethnic identity, and the role of the immediate and wider social contexts in the constructions of these identities and the content of their associated social categories. Results are discussed with regards to the implications of the reliance on mainstream social-cognitive approaches that do not adequately address the social construction of these phenomena.

Essa dissertaÃÃo possui por objetivo analisar, o significado da PolÃtica de AÃÃes Afirmativas â Sistema de Cotas para adolescentes e jovens de ensino mÃdio de Escolas PÃblicas de Fortaleza, que se autodeclaram como negros, a partir das mudanÃas no processo de acesso à universidade pÃblica. A metodologia à de abordagem qualitativa, utilizando-se de Grupo Focal com estudantes de uma das escolas em que os alunos demonstraram maior conhecimento acerca das PolÃticas de AÃÃes Afirmativas, a partir da anÃlise das respostas de um questionÃrio, aplicado em 464 estudantes que participaram da pesquisa âExpectativas de futuro de jovens negros do Ensino MÃdio de escolas pÃblicas de fortaleza: implicaÃÃes da implantaÃÃo do Sistema de Cotas no CearÃâ (2014-2015). O material registrado no grupo focal foi interpretado com base na AnÃlise do Discurso de orientaÃÃo bakhtiniana, teoria proveniente da linguÃstica, e na Teoria HistÃrico Cultural que partem do pressuposto da linguagem como um processo dialÃgico e produtor da subjetividade humana. Valorizou-se a compreensÃo dos significados e sentidos construÃdos pelos sujeitos em relaÃÃo ao seu futuro educacional diante da implantaÃÃo do sistema de cotas, bem como em relaÃÃo Ãs questÃes referentes à identidade Ãtnica. Partiu-se, entÃo, da hipÃtese de que novos significados sÃo produzidos por esses estudantes acerca do ingresso no ensino superior, na medida em que conhecem oportunidades surgidas com a polÃtica de aÃÃes afirmativas voltadas para a ampliaÃÃo do ingresso de estudantes negros no ensino superior. Com o Grupo Focal, concluÃmos que os alunos nÃo demonstraram possuir um conhecimento significativamente diferenciado acerca do Sistema de Cotas, entendendo, de forma superficial como funciona e as mudanÃas que pode trazer para seus ingressos no ensino superior, mas nÃo se empoderando como protagonistas destes direitos, nem compreendendo de forma mais aprofundada os motivos de implementaÃÃo do sistema. Assim, os significados e sentidos produzidos pelos alunos em relaÃÃo Ãs mudanÃas relacionadas ao ingresso no Ensino Superior se assemelham aos do senso comum, isto Ã, nÃo estÃo baseados nos fundamentos que norteiam a elaboraÃÃo da polÃtica de cotas, o que os levam a um posicionamento favorÃvel Ãs cotas sociais e a uma rejeiÃÃo Ãs cotas raciais, por acreditarem promover o acirramento do preconceito, dissociando a questÃo Ãtnico-racial dos fatores histÃricos, econÃmicos e sociais. Vemos, a partir dos resultados, a necessidade de se pensar em formas de divulgaÃÃo e debate sobre as cotas para os alunos de Ensino MÃdio, para que os mesmos compreendam o significado histÃrico e polÃtico de sua implementaÃÃo e possam se empoderar de seus direitos / This dissertation has as objective to analyze the meaning of Affirmative Action Policity â Quota System for adolescents and young people from public schools in Fortaleza, who declared themselves as African descendants, from the changes in access to public university process. The methodology is qualitative approach, using Focus Group with students from a school in which the students have shown greater knowledge about the Affirmative Action Policity, based on the analysis of responses to a questionnaire, applied on 464 students which participated the survey âExpectativas de futuro de jovens negros do Ensino MÃdio de escolas pÃblicas de fortaleza: implicaÃÃes da implantaÃÃo do Sistema de Cotas no CearÃâ (2014-2015). The material registered in the focus group had been interpreted based on the analysis of Bakhtinâs Speech coming from the linguistic theory and the Cultural History that is based on the assumption of language as a dialogical process and producer of human subjectivity. The understanding of the meanings and the sense constructed by subjects in relation to their educational future against of the deployment of the quota system, as well as the regards issues related to ethnic identity had been valorized. Was departed, then the assumption that new meanings was produced by theses students about access to higher education as they know the opportunities arising from the affirmative actionâs policy for expanding the admission of black students in higher education. With the Focus Group, we conclude that students demonstrated do not have a meaningfully differentiated knowledge of the Quota System, understanding superficially how it works and the changes it can bring to your entrances in higher education, but not empowering as protagonists of these rights or understanding more deeply of the system implementation reasons. Thus, the significance and the meanings produced by the students regarding the changes related to entrance to the higher education resemble those of common sense, i.e. they are not based on fundamentals that guide the elaboration of the quota policy, which take them to a favorable position to the social quotas and to a rejection of racial quotas, because they believe that the racial one will promote the intensification of prejudice, dissociating the ethnic-racial issue of historical, economic and social factor. We see based on the results the necessity of thinking ways of dissemination and discussion of quotas for students in high school, order to give them the understanding of the historical and political significance of its implementation and they can empower the rights, not moving away from a policy that is being done to the students themselves.

Immigrant incorporation in the United States has been a topic of concern and debate since the founding of the nation. Scholars have studied many aspects of the phenomenon, including economic, political, social, and spatial. The most influential paradigm of immigrant incorporation in the US has been, and continues to be, assimilation, and the most important place in and scale at which incorporation occurs is the neighborhood. This dissertation captures both of these integral aspects of immigrant incorporation through its consideration of three dimensions of assimilation – identity, trust, and civic engagement – among Latin American immigrants and American-born Latinos in Little Havana, a predominantly immigrant neighborhood in Miami, Florida. Data discussed in the dissertation were gathered through surveys and interviews as part of a National Science Foundation-funded study carried out in 2005-2006. The combination of quantitative and qualitative data allows for a nuanced understanding of how immigrant incorporation is occurring locally during the first decade of the twentieth century. Findings reveal that overall Latin American immigrants and their American-born offspring appear to be becoming American with regard to their ethnic and racial identities quickly, evidenced through the salience and active employment of panethnic labels, while at the same time they are actively reshaping the identificational structure. The Latino population, however, is not monolithic and is cleaved by diversity within the group, including country of origin and socioeconomic status. These same factors impede group cohesion in terms of trust and its correlate, community. Nevertheless, the historically dominant ancestry group in Little Havana – Cubans – has been able to reach notable levels of trust and build and conserve a more solid sense of community than non-Cuban residents. With respect to civic engagement, neighborhood residents generally participate at rates lower than the overall US population and ethnic subpopulations. This is not the case for political engagement, however, where self-reported voting registration and turnout in Little Havana surpasses that of most benchmarked populations. The empirical evidence presented in this dissertation on the case of Latinos in Little Havana challenges the ways that identity, trust, and civic engagement are conceptualized and theorized, especially among immigrants to the US.

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