In recent years, Winnipeg’s ethnocultural profile has been diversifying due to historic levels of international immigration, especially from Asian, Middle Eastern and African places of origin. In spite of these changes, little is known about the ways in which the City's planning processes are addressing the needs of people living the experience of being new to the city, or how the needs and preferences of these emerging ethnic groups are affected by planning decisions. This research examines the City's response to ethnocultural difference by analyzing municipal planning policy, and by conducting focus groups with City of Winnipeg planners and with key informants from organizations that serve newcomers. This research explores what Winnipeg’s Planning and Land Use Division, and organizations that serve newcomers, each hope to accomplish with respect to planning for ethnocultural difference, compiles their aims and methods with those suggested in the literature, and develops recommendations for change.

In recent years, Winnipeg’s ethnocultural profile has been diversifying due to historic levels of international immigration, especially from Asian, Middle Eastern and African places of origin. In spite of these changes, little is known about the ways in which the City's planning processes are addressing the needs of people living the experience of being new to the city, or how the needs and preferences of these emerging ethnic groups are affected by planning decisions. This research examines the City's response to ethnocultural difference by analyzing municipal planning policy, and by conducting focus groups with City of Winnipeg planners and with key informants from organizations that serve newcomers. This research explores what Winnipeg’s Planning and Land Use Division, and organizations that serve newcomers, each hope to accomplish with respect to planning for ethnocultural difference, compiles their aims and methods with those suggested in the literature, and develops recommendations for change.

Darbu bandoma pasižiūrėti į etnokultūrinio ugdymo galimybes ikimokykliniame amžiuje. Šiam tyrimui atlikti buvo pasirinkta kiekybinė metodologinė kryptis. Tyrimo problema - ikimokyklinio amžiaus vaikų etnokultūrinio ugdymo galimybės yra nepakankamai išnaudotos. Tyrimo objektas yra ikimokyklinio amžiaus vaikų etnokultūrinio ugdymo galimybės. Tyrimo tikslas – išsiaiškinti etnokultūrinio ugdymo galimybes ikimokykliniame amžiuje. Tyrimo uždaviniai: - apžvelgti etninės kultūros, etniškumo sąvokas, etnokultūros ir ugdymo sąsajas bei etninės kultūros išlikimo problemas; - išryškinti teorines etnokultūros taikymo ikimokykliniame amžiuje prielaidas; - empiriškai išskirti ikimokyklinio amžiaus vaikų etnokultūrinio ugdymo galimybes šeimoje ir ugdymo įstaigoje; Tyrimo metodai - etnokultūrinės, pedagoginės, menotyrinės, psichologinės literatūros analizė, padėjusi atskleisti etnokultūros sampratą, jos taikymo vaikų ugdymui teorines prielaidas. Tyrimo tipas – aprašomasis. Tyrimu buvo pasiekti tokie rezultatai: pateiktas tėvų ir pedagogų požiūris į etnokultūrinio ugdymo reikalingumą bei pedagogų ir tėvų požiūris į etnokultūrinį ugdymą, išskirtos pedagogų naudojamos etnokultūrinio ugdymo formos, atskleistas etninių vertybių puoselėjimas šeimoje, numatytas etnokultūrinio ugdymo proceso tobulinimas. Išvadose pateikos ikimokyklinio amžiaus vaikų etnokultūrinio ugdymo galimybės. Šis darbas pedagogams ir tėvams padės suprasti etnokultūrinio ugdymo svarbą, skatins ieškoti... [toliau žr. visą tekstą] / In this work the possibilities of the etnocultural education of the preschool children are reviewed. The methodological quantitative analysis for this research was chosen. The question of the research - the possibilities of ethnocultural education of the preschool children are not fully developed. The object of the research - the possibilities of ethnocultural education of the preschool children. The aim of the research - to find out the possibilities of ethnocultural education of the preschool children. The goals of the research: - to review the notions of ethnic culture, the links and problems of survival between ethnic culture and education; - to highlight the theoretical possibilities of the application of the ethnoculture; - to distinguish empirically the possibilities of ethnocultural education of the preschool children in families and preschool institutions; The methods of the research - the analysis of the ethnocultural, pedagogical, art critical, and psychological literature, which helped to unfold the conception of the ethnoculture and its theoretical assumptions for the children education. It is a quantitative descriptive research (written survey). The results of the research - the presentation of the attitude of parents and educators towards the ethnocutural education and its necessity, also the forms of the ethnocultural education used by the educators, the upholding of the ethnical values, the development of the ethnocultural process of education. The... [to full text]

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-08-28T20:01:56Z No. of bitstreams: 1 2017 - Rosil?ia de Oliveira Mundoco.pdf: 1053062 bytes, checksum: 681b2c733eab650b506546a36985265e (MD5) / Made available in DSpace on 2018-08-28T20:01:56Z (GMT). No. of bitstreams: 1 2017 - Rosil?ia de Oliveira Mundoco.pdf: 1053062 bytes, checksum: 681b2c733eab650b506546a36985265e (MD5) Previous issue date: 2017-06-12 / The present study had as its object the study of bilingualism and its contribution to the reaffirmation of ethnoculture in the school education of the indigenous village Tekrejar?tire. The village is located in the indigenous territory of Las Casas, in the southeastern region of the state of Par?. It is made up of indigenous people known as the Kaiap? exoneration, but they call themselves the Meb?ng?kre, meaning "the men of the place among the waters." In the village is situated the EMEF (Municipal School of Indigenous Education of Fundamental Education) Kaiap?, being this the locus of this research. Considering the peculiarities and necessities that urge when addressing the subject of indigenous school education, the present research gathered data about the presence of the Meb?ng?kre culture in indigenous school education, having as a reaffirmation element bilingualism, including the right to preserve ethnoculture and Education. At the outset, the context of the survey is presented describing the Meb?ng?kre people, Tekrejar?tire village and EMEF Kaiap?. In this sense, he broadly outlined important concepts for the development of research, including the theoretical basis of subjects such as Indigenous School Education in Brazil, Indigenous School Education in Par?, Ethnocultural concept, Meb?ng?kre Culture including his native language, Diglossia, diverse Conceptions about bilingualism, and also brought a chronological presentation of bilingualism in indigenous school education throughout our history, from Brazil empire reaching current policies, such as Law 11.645/2008, which makes it mandatory to teach Afro-Indian history , And the policy of quotas for the entry of indigenous people into universities. The methodological paths followed for this qualitative descriptive-exploratory research were based on documentary analysis, questionnaires, interviews, conversations and observation, through which it was possible to verify how this content has been approached in the teaching praxis, as well as how bilingualism reveals itself In the school environment through the actors involved in the educational process of the school and also, as bilingualism has contributed to the reaffirmation of ethnoculture in the school education of the village. The collected data are presented through some graphs and indirect citations of the researched subjects, evidencing as issues inherent to the reality of that school, such as teacher training, didactic-pedagogical materials, literacy process, native language and bilingualism have been Addressed in that village, and especially, sought to observe if this linguistic phenomenon evidenced there has served as ally or villain for the reinforcement of the native culture in the school environment. / A presente pesquisa teve como objeto de estudo o bilinguismo e sua contribui??o para a reafirma??o da etnocultura na educa??o escolar da aldeia ind?gena Tekrejar?tire. A referida aldeia fica situada no territ?rio ind?gena Las Casas, regi?o sudeste do estado do Par?, ? composta por ind?genas que s?o conhecidos pelo ex?nimo1 Kaiap?, mas se autodenominam os Meb?ng?kre, que significa ?os homens do lugar entre as ?guas?. Na aldeia se encontra situada a EMEF (Escola Municipal Ind?gena de Educa??o Fundamental) Kaiap?, sendo esta o l?cus desta pesquisa. Considerando as peculiaridades e necessidades que urgem quando se aborda a tem?tica da educa??o escolar ind?gena, a presente pesquisa reuniu dados acerca da presen?a da cultura Meb?ng?kre na educa??o escolar ind?gena, tendo como elemento de reafirma??o o bilinguismo, abarcando o direito de preserva??o da etnocultura e a uma educa??o diferenciada. De in?cio, ? apresentado o contexto da pesquisa descrevendo o povo Meb?ng?kre, a aldeia Tekrejar?tire e a EMEF Kaiap?. Nesse sentido elencou em linhas gerais conceitos importantes ao desenvolvimento da pesquisa, compondo a fundamenta??o te?rica assuntos como a Educa??o Escolar Ind?gena no Brasil, Educa??o Escolar Ind?gena no Par?, conceito de Etnocultura, a Cultura Meb?ng?kre incluindo-se a sua l?ngua aut?ctone, Diglossia, diversas concep??es sobre o bilinguismo, e ainda, trouxe uma apresenta??o cronol?gica do bilinguismo na educa??o escolar ind?gena ao longo de nossa hist?ria, desde o Brasil imp?rio chegando a pol?ticas atuais, como a lei 11.645/2008, que torna obrigat?rio o ensino de hist?ria afro-ind?gena, e a pol?tica de cotas para ingresso de ind?genas nas Universidades. Os percursos metodol?gicos seguidos para esta pesquisa descritivo-explorat?ria de cunho qualitativo foram pautados em an?lise documental, question?rios, entrevistas, conversas e observa??o, por meio dos quais foi poss?vel verificar como este conte?do tem sido abordado na pr?xis docente, tamb?m como o bilinguismo se revela no ambiente escolar por meio dos atores envolvidos no processo educacional da escola e ainda, como o bilinguismo tem contribu?do para a reafirma??o da etnocultura na educa??o escolar da aldeia. Os dados coletados s?o apresentados por meio de alguns gr?ficos e cita??es indiretas dos sujeitos pesquisados, evidenciando como quest?es inerentes ? realidade daquela escola, como a forma??o docente, os materiais did?tico-pedag?gicos, o processo de alfabetiza??o, a l?ngua nativa e o bilinguismo t?m sido abordados naquela aldeia, e principalmente, buscou observar se esse fen?meno lingu?stico ali evidenciado tem servido como aliado ou vil?o para o refor?o da cultura nativa no ambiente escolar.