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Orientador: Humberto Perinelli Neto / Banca: Solange Vera Nunes Lima D'Água / Banca: Dagoberto José Fonseca / Resumo: As lutas dos movimentos sociais negros, as ações e atos mundiais pró educação antirracista influenciaram a elaboração e a revisão de legislação nacional voltada à Educação para as Relações Étnico-Raciais. Os debates suscitaram reflexões e mudanças na legislação educacional. Em 2003 foi sancionada a Lei n°10.639, em conformidade com reivindicação do Movimento Negro desde 1950, que alterou a redação da Lei de Diretrizes e Bases da Educação Nacional (Lei 9.394/1996), de forma a tornar obrigatória a inclusão oficial do Ensino de História e Culturas Africana e Afro-Brasileira no currículo. A promulgação desta Lei foi resultado de incansáveis lutas, travadas ao longo de árduo processo histórico e político, entretanto, ainda há que se lutar pela efetivação dessa lei no cotidiano escolar, pois nota-se no cotidiano das escolas ainda relações repletas de preconceitos, discriminação em relação ao negro e a ausência de expressões africanas na constituição da cultura nacional. Neste sentido, propomos nesta pesquisa traçar entendimento da visão de mundo existente a respeito de temas como: "preconceito e discriminação racial", "posição do negro na sociedade brasileira" e as "Legislações Educacionais envolvendo Africanidades" junto a narrativas históricas/oficiais, memorialísticas e artísticas envolvendo São José do Rio Preto/SP, bem como questionários produzidos pela Rede Pública Municipal de Ensino de São José do Rio Preto/SP. A pesquisa apresentou abordagem qualitativa, natureza aplicada... / Abstract: The struggle for social rights, world actions and acts for anti-racist education influenced the elaboration and revision of national laws addressed to education for ethnic-racial relations. The struggle for social rights, world actions and acts for anti-racist education influenced the elaboration and revision of national laws addressed to education for ethnic-racial relations. The debates motivated reflections and changes in educational legislation. The law number 10.639 was decreed in 2003, which, according to what was vindicated in 1950 by the Black Movement, it modified the redaction of the National Education Guidelines and Bases Law, in this sense that it is required to include in the official curriculum the teaching of Afro-Brazilian History and Culture. This law's promulgation is the result of tireless struggles, strenuous throughout an arduous historical and political process, however, we still have to fight for the effectiveness of this law in school daily life, since in the daily life of schools there are still relations full of prejudices, discrimination in relation to the black and the absence of African expressions in the constitution of the national culture. In this sense, we propose in this research to draw an understanding of the existent world view regarding themes such as: "prejudice and racial discrimination", "black's position in Brazilian society" and "Educational Legislation involving Africanities" along with memorial, historical and artistic narratives ... / Mestre

Research Report submitted for the partial fulfilment of the requirements for the degree of Master of Arts in Migration African School of Migration and Society (ACMS) University of the Witwatersrand, Johannesburg 2018 / This research report examines the everyday effects of Israeli policies and state practices (relating to rights to live in the city) on the lives of Palestinians in Jerusalem. It engages with state policy and practice across three main scales; the larger scale level of rights to the city itself, the closer-to-home scale of bureaucratic threats against the family home, as well as the micro-scale questions of the everyday. In this report I examine empirical evidence – a case study of a house demolition, and ethnographic material from a Palestinian neighbourhood targeted for settlement projects - alongside the policy data that relates to each of these instances- including policy on land-zoning, tenancy, residency and social security. I argue that the cumulative effect of these policies and practices create the unstable conditions, which I refer to as a ‘coercive environment’, which works to indirectly displace Palestinians from Jerusalem. This report shows that the daily uncertainties that Palestinians experience as a result of these policies intensify the precarious conditions of everyday life, and further finds uncertainty as one of the multiple forms of violence present in the coercive environment. Themes including everyday anxiety, security and fear, punishment and criminalization, procedural bare life and emotional violence, arise from the empirical data observed and collected, and are examined for how they create uncertainty and form part of this coercive environment. / XL2019

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