This dissertation considers photographs of American Indians in Parisian exhibitions between 1870 and 1890 as part of a mobile and dynamic visual culture in the larger Atlantic World and as the embodiment of performative cross-cultural encounters. The project analyzes western American survey photographs disseminated abroad, as well as pictures of Native performers taken in the French capital. The study ranges from John K. Hillers’s output for John Wesley Powell and William Henry Jackson’s work for Ferdinand V. Hayden to the photographic albums of Prince Roland Bonaparte, the grandnephew of Napoleon I. Active in French scientific circles, Bonaparte photographed Plains Indian performers in 1880s Paris. Working within the developing fields of American and French anthropology, these photographers and their project directors transmitted pictures internationally in order to present their respective nations as scientific and political powers and showcase American Indians as figures of competing national patrimonies. Composed of four case studies based on exhibitions, the study challenges readings grounded solely on the original imperialist intentions of the objects’ producers. Instead, a transcultural perspective examines American Indian agendas and circumstances in these photographic exchanges. The dissertation also traces the changing meaning of these pictures over time. Chapter One analyzes a set of Hillers’s photographs of Hopi villages sent to the Société de géographie de Paris in 1877 by Powell as part of an international competition to claim authority regarding Southwest cultures. Chapter Two examines Jackson and Hayden’s Photographs of North American Indians (1878) similarly given to the Société d’anthropologie de Paris in 1879 in this culture of rivalry. However, a close reading of the volumes’ delegation portraits disrupts the imperialist framing of its text. Chapter Three explores Bonaparte’s album, Peaux-Rouges (1884) of frontal and profile photographs of Umonhon (Omaha) at the Jardin d’acclimatation and argues that references to performance and histories of contact subvert its essentializing physical anthropology approach. Chapter Four reads Bonaparte’s volumes of Buffalo Bill’s Wild West in Paris for the 1889 Exposition Universelle. Here, allusions to intercultural exchanges of the Lakota performers abroad, as show members and tourists, also challenge a hegemonic interpretation of Bonaparte’s anthropological photographs. / 2020-01-25

Research Doctorate - Doctor of Philosophy (PhD) / Long-term independent travel is regarded by many commentators as an active quest for discovery, and has long been proclaimed by individuals and organisations, both within and outside the tourism industry, as having a social, cultural and educative role. As independent travel becomes an increasingly popular and important sector of the travel market, the guidebook as cultural text becomes a significant and powerful mediator of experience. Guidebooks have a prevailing capacity to define and represent places, peoples and cultures and, at the same time, present descriptive and prescriptive information that simultaneously constructs the traveller and shapes their perspectives and experiences. Independent travellers such as backpackers, in their quest for the ‘authentic’, often seek out experiences with other cultures and demonstrate a desire to learn about, and interact with, indigenous people and their cultures. This thesis is concerned with the complex process of the dialectic construction of the backpacker (the traveller) as a particular gazing and experiencing subject, and of places, peoples and cultures (the travelled) as objects of the gaze. Central to the thesis is a consideration of the role of the guidebook as an interpretative lens through which the constructed and mediated nature of both the traveller and the travelled can be examined and understood. Drawing on theoretical and methodological insights from the interdisciplinary fields of tourism studies and cultural studies, the thesis seeks to understand relationships between text, audience and culture in tourism. The interpretative method of textual analysis is married with qualitative interviews with a sample of backpackers to Australia to examine the interplay between travellers, guidebooks and experiences. An analysis of guidebooks published by Lonely Planet, Rough Guide and Let's Go reveals that representations of Aboriginal people and their cultures are central to constructing an ‘authentic’ experience for independent travellers to Australia. These representations are, however, not without contradiction, as traveller discourses of authenticity, cultural awareness, cultural sensitivity and responsible travel are mobilised concurrently with popular tourism imagery and stereotypes of Aboriginal Australia. For the backpackers interviewed, the discrepancies between discourses provided in guidebooks means that their engagement with texts is dynamic, and their experiences with, and understandings of, Aboriginal Australia are continuously negotiated and renegotiated throughout their travel experiences. I argue in this thesis that backpackers actively engage with narratives and representations of culture contained within guidebooks, and negotiate these textual contradictions to construct a particular type of experience and traveller-self to make sense of their travels in Aboriginal Australia. The findings of this thesis raise important questions about the role that the text plays as mediator between the traveller and the travelled culture, and the tensions, contradictions and negotiations between text and lived experience.

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Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-06-01T13:44:34Z No. of bitstreams: 1 Maristela Bortolon de Matos.pdf: 11380293 bytes, checksum: 6cbd6c21f1c9cfc545f9b6f1e7fd2e08 (MD5) / Made available in DSpace on 2015-06-01T13:44:34Z (GMT). No. of bitstreams: 1 Maristela Bortolon de Matos.pdf: 11380293 bytes, checksum: 6cbd6c21f1c9cfc545f9b6f1e7fd2e08 (MD5) Previous issue date: 2013 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Essa tese tem como tema as Culturas Indígenas e a Gestão das Escolas. Trata-se de um estudo de desenho etnográfico cuja coleta de evidências se deu por meio de entrevistas semi-estruturadas, censo, observação, análise de documentos, mapas e fotografias, com destaque para o diário de campo. O objetivo principal da tese é compreender as interações entre as culturas indígenas e os processos de gestão das escolas na Comunidade Indígena Guariba, no Município do Amajari, Roraima. O corpus da pesquisa é formado por uma contextualização da Educação Escolar Indígena no Brasil e em Roraima (abordando a gestão escolar e a gestão escolar indígena), apoiada nas legislações; uma contextualização do campo empírico, fazendo uma descrição da localidade e dos povos indígenas de Roraima e suas culturas; e uma abordagem da interculturalidade e diversidade cultural. Foram considerados os elementos internos e externos que interferem, bem como os aspectos formais e informais que configuram o cotidiano específico da gestão dessas escolas. Utilizei a análise de conteúdo (BARDIN, 1977 e 2011). A pesquisa tem como marco teórico de referência a Teoria da Complexidade (MORIN, 1991, 1996, 1997, 2009, 2011). A comunidade indígena que constituiu o campo empírico da pesquisa é composta pelas etnias Wapixana e Makuxi, e as escolas estão vinculadas às secretarias estadual e municipal de educação. O processo analítico e a permanência no campo me permitem afirmar que há uma influência mútua entre as culturas indígenas e os processos de gestão das escolas na Comunidade Guariba. Entre outros resultados da pesquisa, concluí que: as interações entre a vida na comunidade e a vida nas escolas têm a cultura indígena local como elemento mediador; a Comunidade Indígena Guariba atualmente utiliza a escola para reafirmar e manter manifestações culturais locais; as interações e inter-relações podem ser percebidas em diferentes e diversas situações (ou ações) que ocorrem nas escolas e na comunidade, amplamente descritas nesta tese; e as manifestações culturais indígenas locais são parte inerente à forma como se configura a gestão das escolas. / This study is focused on the themes of Indigenous Peoples’ Cultures and School Management. It presents an ethnographic drawing whose collection of evidence was built on semi-structured interviews, census, observation, document analysis, maps, pictures, and special regards to field diaries. The main objective of this thesis is to understand the interactions between indigenous cultures and the processes of management adopted by the schools of the Indigenous Guariba Community, in the municipality of Amajari, Roraima. The research corpus is build upon: a study of the Education for Indigenous People in Brazil and in the State of Roraima (considering both regular and indigenous school management) as supported by legislation; a contextualization of the empirical field, with a description of the people of Roraima, their place and traditions; and a study of intercultural dialogues and cultural diversity. Internal and external elements that interfere on the subject, as well as formal and informal aspects that configure the daily life of the management of these schools were considered in this research. Content analysis was used (BARDIN, 1977 & 2011), and the theoretical framework was based on the Complexity Theory (MORIN, 1991, 1996, 1997, 2009 & 2011). The indigenous community that constituted the empirical field of research includes the ethnic groups Wapixana and Makuxi. Their schools are linked to the Municipal and to the State Boards of Education. The process of analysis I used as well as my long term staying in the region allow me to confirm that there is a mutual dialogue between indigenous cultures and the methodsof schools management in the Guariba Community. Some of the conclusions Ihave reached in this study are: the local indigenous culture is used as a mediator in the interaction between community and school lives; today, the Indigenous Community of Guariba uses of the school in order to reaffirm and maintain their local cultural activities; the interactions and inter-relations can be perceived in different and diverse situations (or actions) that happen in the schools and in the community, as widely described in this dissertation; and the local indigenous activities are inherent in the way the school is managed.

This study was a qualitative examination of social, economic, political, and cultural dilemmas that face Peruvian survivors of the Communist Shining Path Revolution, an internal armed conflict that cut a swath of terror and destruction during the years 1980-2000, with a reported loss of 69,000 residents either killed or considered “disappeared.” The conflict affected primarily poor, uneducated Andean campesinos and townspeople in the highland areas of the Ayacucho District. In this study, I looked closely at the responsibilities of both government and NGOs in the facilitation of readjustment during and after times of instability. In addition, specific challenges the elderly, women and campesinos face in a post-conflict world are analyzed and possible social policies are discerned that might be developed to better implement the transition to a new form of community. Ideas that emerged from this research may assist policy shapers in other less developed countries involved in similar conflicts by examining how Peru dealt with its own issues. Methodology included participant observation and interviews with long-term Ayacuchan residents who stayed-in-place during war time, along with migrants who went to live in shantytowns in more urban areas. The government-mandated Truth and Reconciliation Commission report serves as a framework as it outlined those ultimately deemed responsible and detailed what those affected may expect in the way of appropriate reparations and compensation in the future. Much emphasis is given to the emerging role of women and how ensuing shifts of gender specific cultural roles may affect familial and communal bonds in small-scale societies.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-12-01T12:11:36Z No. of bitstreams: 1 Aline de Alcântara Valentini.pdf: 1766308 bytes, checksum: 72f5bf01383686eb92d9371c37107725 (MD5) / Made available in DSpace on 2016-12-01T12:11:36Z (GMT). No. of bitstreams: 1 Aline de Alcântara Valentini.pdf: 1766308 bytes, checksum: 72f5bf01383686eb92d9371c37107725 (MD5) Previous issue date: 2016-09-16 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The research accomplishes the study of the curricula of four courses of Graduation in History, all of located universities in the State of São Paulo, in search of to understand and to demonstrate the process for which contents of Indigenous History start to be relevant in these courses. The Law 11.645/08, ordained and sanctioned by the then president of the republic, Luís Inácio Lula da Silva - that turns obligatory the teaching of History and Indigenous Culture in every net of the basic teaching - it is direct fruit of the claims of the indigenous movement, NGOs (Non-governmental Organizations), indigenists and universities, that long for to see recognized the contributions of the indigenous people in the process of formation of the Brazilian nation. Referred her law when reinforcing the relevance that the school has when turning obligatory the teaching of the histories and indigenous cultures, it takes to the questioning and understanding of the importance of the University in the process of the teachers' formation and in the production historiographical for the teaching of the theme. In that context, the demand created by the law can appear for inclusion of contents, constitution of a specific academic discipline in the grating curricular, contests for the provision of vacancies for specialists in the area and increase of researches and institutional academic orientations. For the study we analyzed the pertinent legislation and the curriculum of the Degrees in History of USP, UNESP/FCL- Assis, Unicamp and PUC-SP, starting from the reading of the pedagogic projects, programs of disciplines and digest the most recent. The curriculum concepts and discipline used it reference in Ivor Goodson's considerations and André Chervel / A pesquisa realiza o estudo dos currículos de quatro cursos de Licenciatura em História, todas de universidades localizadas no Estado de São Paulo, em busca de compreender e demonstrar o processo pelo qual conteúdos de História Indígena passam a ser relevantes nestes cursos. A Lei 11.645/08, decretada e sancionada pelo então presidente da república, Luís Inácio Lula da Silva - que torna obrigatório o ensino de História e Cultura Indígena em toda rede do ensino básico - é fruto direto das reivindicações do movimento indígena, ONGs, indigenistas e universidades, que almejam ver reconhecidas as contribuições dos povos indígenas no processo de formação da nação brasileira. A referida lei ao reforçar a relevância que a escola tem ao tornar obrigatório o ensino das histórias e culturas indígenas, leva ao questionamento e entendimento da importância da Universidade no processo de formação dos professores e na produção historiográfica para o ensino da temática. Nesse contexto, a demanda criada pela lei pode apontar para inclusão de conteúdos, constituição de uma disciplina acadêmica específica na grade curricular, concursos para o provimento de vagas por especialistas na área e aumento de pesquisas e orientações acadêmicas institucionais. Para o estudo analisamos a legislação pertinente e o currículo das Licenciaturas em História da USP, UNESP/FCL-Assis, Unicamp e PUC-SP, a partir da leitura dos projetos pedagógicos, programas de disciplinas e ementários os mais recentes. Os conceitos de currículo e disciplina empregados referenciam-se nas considerações de Ivor Goodson e André Chervel

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