Since they first emerged into the public consciousness in 1994, the Zapatista National Liberation Army (EZLN) has gathered considerable attention and support on the world stage for its struggle with the Mexican federal government over the issue of indigenous rights. The Zapatistas are now popularly viewed as indigenous rebels standing up for indigenous rights against the neoliberal economics. Yet comparatively less attention has been given to its struggles with the federal government over an area of protected land within the Lacandón jungle known as the Montes Azules Biosphere Reserve. The conflict is centered on a large settler population within the Reserve and whether it is a threat to the jungles viability. The environmental group, Conservation International (CI) believes that they are, yet the settlers enjoy the support of the EZLN, who opposes any attempt to move them. Despite this dispute, the two organizations claim seemingly similar goals. CI has declared that it is dedicated to local control over conservation projects. Meanwhile, EZLN has been fighting for greater local political power in regards to indigenous government. More striking still, is that this matter has placed the EZLN in direct opposition to the Lacandón Maya, even though it has portrayed itself as the defender of all of Mexicos indigenous people.<p>It is these apparent contradictions between the EZLNs political positions and the actual sides of the conflict that make the struggle over Montes Azules worth examining. Beyond the simplified statements of public platforms, the objections of the EZLN to the reserve and its supporters to the Lacandones position are rooted in historical conflicts over decision making on landholding. The EZLN feels that the government has constantly excluded indigenous farmers from decision making over this matter to their detriment and thus it feels that local control over land is a fundamental part of indigenous life. As such its position on Montes Azules must be understood in terms of how its ideas of being indigenous come into conflict with the Lacandón Mayas territory in the reserve and CIs position on the settler population. In this way indigenous identity is seen not merely as a matter of cultural significance, but a foundation for a concrete political agenda, which is articulated in the EZLNs stance over Montes Azules.

This dissertation examines the discursive production of mudang, also known as shamans, during the late Chosŏn Dynasty (eighteenth to nineteenth-centuries) and during the Japanese colonial period in Korea (1910-1945). The many discursive sites on mudang articulated various types of difference, often based on gender and urban/rural divides. This dissertation explores four bodies of work: eighteenth to nineteenth-century neo-Confucian reformist essays, late nineteenth-century western surveys of Korea, early twentieth-century newspapers and journals, and early ethnographic studies. The mudang was used throughout this period to reinforce gendered distinctions, prescribe spatial hierarchies, and promote capitalist modernity. In particular, institutional developments in shamanism studies under colonial rule, coupled with an expanded print media critique against mudang, signalled the needs and desires to pronounce a distinct indigenous identity under foreign rule. Chapter One traces three pre-colonial discursive developments, Russian research on Siberian shamanism under Catherine the Great, neo-Confucian writings on "mudang," and Claude Charles Dallet’s late nineteenth-century survey of Korean indigenous practices. Chapter Two examines the last decade of the nineteenth-century, studying the simultaneous emergence of Isabella Bird Bishop’s expanded discussion on Korean shamanism alongside early Korean newspapers’ social criticisms of mudang. Chapter Three looks at Korean newspapers and journals as the source and product of an urban discourse from 1920-1940. Chapter Four examines the same print media to consider why mudang were contrasted from women as ethical household consumers and scientific homemakers. Chapter Five looks at Ch’oe Nam-sŏn and Yi Nŭng-hwa’s 1927 treatises on Korean shamanism as a celebration of ethnic identity which became a form of intervention in an environment where Korean shamanism was used to justify colonial rule.

This dissertation examines the discursive production of mudang, also known as shamans, during the late Chosŏn Dynasty (eighteenth to nineteenth-centuries) and during the Japanese colonial period in Korea (1910-1945). The many discursive sites on mudang articulated various types of difference, often based on gender and urban/rural divides. This dissertation explores four bodies of work: eighteenth to nineteenth-century neo-Confucian reformist essays, late nineteenth-century western surveys of Korea, early twentieth-century newspapers and journals, and early ethnographic studies. The mudang was used throughout this period to reinforce gendered distinctions, prescribe spatial hierarchies, and promote capitalist modernity. In particular, institutional developments in shamanism studies under colonial rule, coupled with an expanded print media critique against mudang, signalled the needs and desires to pronounce a distinct indigenous identity under foreign rule. Chapter One traces three pre-colonial discursive developments, Russian research on Siberian shamanism under Catherine the Great, neo-Confucian writings on "mudang," and Claude Charles Dallet’s late nineteenth-century survey of Korean indigenous practices. Chapter Two examines the last decade of the nineteenth-century, studying the simultaneous emergence of Isabella Bird Bishop’s expanded discussion on Korean shamanism alongside early Korean newspapers’ social criticisms of mudang. Chapter Three looks at Korean newspapers and journals as the source and product of an urban discourse from 1920-1940. Chapter Four examines the same print media to consider why mudang were contrasted from women as ethical household consumers and scientific homemakers. Chapter Five looks at Ch’oe Nam-sŏn and Yi Nŭng-hwa’s 1927 treatises on Korean shamanism as a celebration of ethnic identity which became a form of intervention in an environment where Korean shamanism was used to justify colonial rule.

Made available in DSpace on 2017-07-21T14:54:02Z (GMT). No. of bitstreams: 1 Rosana Hass.pdf: 2334144 bytes, checksum: c269b31c81859eddb258c5fb001f2b33 (MD5) Previous issue date: 2013-02-05 / This study aims to investigate the relationship established between linguistic representations and attitudes - about languages and cultures present in the community - and (re) construction of indigenous identity on the Guarani village Pinhalzinho, Tomazina, Paraná, in such a way that the community can, from a greater understanding of yourself, envision ways to build language policies to enable a fact-specific education that meets their needs, desires and rights. Through it we discuss some aspects related to indigenous identity, representation of indigenous identity and indigenous teacher training, specifically how they are situated on the requirement to achieve a specific, differentiated, intercultural and bilingual education (RCNEI, 1998). Info analysis on this dissertation gather data generated from observations, semi structured interviews (recorded in audio and video), field diary and collected ethnographic interventions (Ludke; ANDRÉ, 1986). This is a qualitative/interpretive research with proposed intervention (ANDREW, 1995; TELLES, 2002; BARBIER, 2007; Thiollent, 2011), since our goal was not simply to collect and verify data, but also from them doing research on the needs and desires of the community with regard to the Guarani language and other spoken languages in the region and ways to (re) define what means being Indian (Maher, 1996) in current society, and later, together with the indigenous community, discuss and reflect on proposals and actions that can support teachers work in the classroom in a way that designed education can prepare this indigenous community to face political conflict that may come from the dominant society. Altogether participants were fourteen (14) persons, which play important roles in the community and/or school, namely: one (01) member of the indigenous community leadership and school Yvy Pora, two (02) teaching staff members, two (02) Indigenous teachers, four (04) non-Indigenous teachers and five (05) Indigenous students. The theoretical apparatus that has underpinned work was guided by the contributions of Applied Linguistics researchs as (CESAR, Cavalcanti, 2007; MAHER, 1996, 1998, 2007a, 2007b), Cultural Studies (Hall 1997; WOODWARD, 2009), Anthropology (CUCHE, 1999; MOTA, 1994, 2006), among others. Obtained results from this data analysis suggest that: a) Indian education (school) has great influence on the formation of leaders and active critics both in the indigenous community as well in the non-indigenous society, b) there is lack of autonomy and as well vertical integration of educational policies, that is, the aspects of education are not being built in conjunction with the community, c) there is no specific continuing education for indigenous and non-indigenous teachers d) the attitude of the State Department of Education and some non-indigenous teachers about language, culture and identity are often ethnocentric, e) Guaranies have representation about language, culture and indigenous identity that are influenced by ideas that non-indigenous people elected as defining criteria for such. Our expectation is that this research can support the work of teachers (indigenous and non-indigenous) to build a committed to education with their needs and desires, teachers with intercultural curriculum that can enable the Guarani voices to be present in society that can at least to reduce the exclusion process of which this minority group has been victim. / Este trabalho tem por finalidade investigar a relação que se estabelece entre representações e atitudes linguísticas – em relação às línguas e culturas presentes na comunidade – e (re)construção da identidade indígena dos Guarani da Aldeia do Pinhalzinho, Tomazina, Paraná, de modo que a comunidade possa, a partir de uma maior compreensão sobre si mesma, vislumbrar formas de construir políticas linguísticas que possibilitem uma educação de fato específica, que atenda suas necessidades, desejos e direitos. Através dele discutimos alguns aspectos relativos à identidade indígena, representação de identidade indígena e formação de professores indígenas, mais especificamente a forma como estes se situam diante da exigência de alcançar uma educação específica, diferenciada, intercultural e bilíngue (RCNEI, 1998). As informações de análise desta dissertação reúnem dados gerados a partir de observações, entrevistas semiestruturadas (gravadas em áudio e vídeo), diário de campo e intervenções colhidos etnograficamente (LÜDKE; ANDRÉ, 1986). A pesquisa em questão é de cunho qualitativo/interpretativista com proposta de intervenção (ANDRÉ, 1995; TELLES, 2002; BARBIER, 2007; THIOLLENT, 2011), uma vez que nosso objetivo não foi simplesmente coletar e comprovar dados, mas também a partir deles fazermos uma investigação sobre as necessidades e desejos da comunidade no que diz respeito à língua Guarani e demais línguas faladas na região e aspectos que (re)definem o que é ser índio (MAHER, 1996) na sociedade atual, para posteriormente, juntos com a comunidade indígena, discutirmos e refletirmos sobre propostas e ações que possam subsidiar o trabalho dos professores em sala de aula de forma que a educação destinada para essa comunidade indígena os preparem para o enfrentamento de políticas contrárias advindas da sociedade dominante. Ao todo, participaram da pesquisa quatorze (14) pessoas, as quais desempenham na comunidade e/ou escola importantes papeis, quais sejam: um (01) membro da liderança indígena da comunidade e, da escola Yvy Porã, dois (02) membros da equipe pedagógica, dois (02) professores indígenas, quatro (04) professores não-indígenas e cinco (05) alunos indígenas. O aparato teórico que deu sustentação ao trabalho norteou-se por contribuições advindas da Linguística Aplicada (CESAR, CAVALCANTI, 2007; MAHER, 1996, 1998, 2007a, 2007b), dos Estudos Culturais (HALL, 1997; WOODWARD, 2009), da Antropologia (CUCHE, 1999; MOTA, 1994, 2006), dentre outros. Os resultados obtidos na análise dos dados sugerem que: a) a educação (escolar) indígena possui grande influência na formação de líderes críticos e atuantes tanto na comunidade indígena quanto na sociedade não-indígena; b) falta autonomia e há verticalização das políticas educacionais, isto é, os aspectos relativos à educação não estão sendo construídas em conjunto com a comunidade; c) há ausência de formação continuada específica para professores indígenas e não-indígenas; d) as atitudes da Secretaria Estadual de Educação e de alguns professores não-indígenas a respeito de língua, cultura e identidade muitas vezes são etnocêntricas; e) a representação que os Guarani apresentam sobre língua, cultura e identidade indígena são influenciadas pelas concepções do que os não-indígenas elegeram como critérios definidores para tal. Nossa expectativa é que esta pesquisa possa subsidiar o trabalho dos professores (indígenas e não-indígenas) na construção de uma educação condizente com suas necessidade e desejos, com currículos interculturais de formação de docentes que possibilitem que as vozes dos Guarani se façam presentes na sociedade de modo a ao menos amenizar o processo de exclusão do qual esse grupo minoritário é vítima.

The present study comparatively examined the socio-political and economic transformation of the indigenous Sámi in Sweden and the Indian American in the United States of America occurring first as a consequence of colonization and later as a product of interaction with the modern territorial and industrial state, from approximately 1500 to 1900. The first colonial encounters of the Europeans with these autochthonous populations ultimately created an imagery of the exotic Other and of the noble savage. Despite these disparaging representations, the cross-cultural settings in which these interactions took place also produced the hybrid communities and syncretic life that allowed levels of cultural accommodation, autonomous space, and indigenous agency to emerge. By the nineteenth century, however, the modern territorial and industrial state rearranges the dynamics and reaches of power across a redefined territorial sovereign space, consequently, remapping belongingness and identity. In this context, the status of indigenous peoples, as in the case of Sámi and of Indian Americans, began to change at par with industrialization and with modernity. At this point in time, indigenous populations became a hindrance to be dealt with the legal re-codification of Indigenousness into a vacuumed limbo of disenfranchisement. It is, thus, the modern territorial and industrial state that re-creates the exotic into an indigenous Other. The present research showed how the initial interaction between indigenous and Europeans changed with the emergence of the modern state, demonstrating that the nineteenth century, with its fundamental impulses of industrialism and modernity, not only excluded and marginalized indigenous populations because they were considered unfit to join modern society, it also re-conceptualized indigenous identity into a constructed authenticity.

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-10-04T15:28:50Z No. of bitstreams: 1 CELÊNIA DE SOUTO MACÊDO - DISSERTAÇÃO PPGCS 2009..pdf: 15380101 bytes, checksum: 3794ec50f45e7f879e26507484befa02 (MD5) / Made available in DSpace on 2018-10-04T15:28:50Z (GMT). No. of bitstreams: 1 CELÊNIA DE SOUTO MACÊDO - DISSERTAÇÃO PPGCS 2009..pdf: 15380101 bytes, checksum: 3794ec50f45e7f879e26507484befa02 (MD5) Previous issue date: 2009-11 / Nesta pesquisa investigou-se, o modo pelo qual uma Política Pública voltada para educação, a possibilidade da construção do conceito de uma sociedade plural, tendo como princípio o processo de ensino aprendizagem e o desafio posto para implementar o exercício da construção de uma nação pluriétnica. O exercício de investigação se fez inicialmente nos livros didáticos e manuais do professor aprovados Programa Nacional do Livro DidáticoPNLD 2007, nas disciplinas de História e Geografia. Ao mesmo tempo, investigou-se como o professor pode responder ao desafio que se apresenta de ensinar e aprender diante da diversidade cultural. Através da pesquisa com os professores descobriu-se que a questão da identidade é pouco refletida e se apresenta de tal maneira que professores têm dificuldades de instaurar discussões relacionadas ao tema no âmbito da escola. Sabe-se que houve um aumento dos investimentos em políticas públicas educacionais e dos vários documentos que foram construídos para o fortalecimento da educação por parte do Governo Federal, através do Ministério da Educação - MEC, nas últimas décadas que deram um impulso e possibilitaram novas dimensões no que tange à educação básica. Nesta pesquisa, o foco foi recuperar como se compreende a temática indígena no âmbito de uma escola não-indígena, em uma área limítrofe. Seu diferencial foi buscar em uma escola de ensino fundamental séries iniciais de Io ao 5o ano - situada nas bordas da área indígena Potiguara, no Estado da Paraíba, a maneira pela qual se reflete/constrói a identidade indígena, recorrendo-se para isso aos livros didáticos, e muito pouco aos Potiguara que estão ao lado; utilizando como fonte privilegiada as 25 coleções (de várias editoras) concernentes às disciplinas de História e Geografia aprovadas para o PNLD 2007, dentre as quais as duas coleções dessas disciplinas que foram adotadas na escola. O intuito de compreender como a temática indígena se apresenta nos livros didáticos distribuídos em escolas públicas, no que se refere a textos escritos e imagéticos. A junção da pesquisa nos livros que circulam nas escolas, o planejamento escolar e a '"contemplação" nesse planejamento, atividades de alunos e entrevistas com os professores teve como resultado esta dissertação. A mesma traz consigo uma provocação pela busca da compreensão das diferenças étnicas e de certa forma das dificuldades enfrentadas pelos educandos e educadores. Principalmente no que diz respeito aos grupos étnicos indígenas na Região Nordeste, tão presentes e, ao mesmo tempo, distanciados das obras didáticas e do universo escolar, mesmo fazendo parte deste recorte no contexto da História e da Geografia. / This research investigates in which aspect public policy education presents the concept possibility to constitute a pluralistic society, based on the teaching and learning process principle and the challenge that implements the constitution of a multiethnic nation. Prior investigation in textbooks and teacher's manuals approved for National the Textbook Program [PNLD-2007] in the disciplines of History and Geography. Furthermore, it analyses how teacher may respond to the teaching and learning challenge facing cultural diversity. Teachers analyses demonstrates the identity lack of reflection, therefore, teachers face difficulties to raise discussions on this theme within school. It is said that there is an investment increase in educational public policies, and several documents developed with education empowerment by the Federal Government through the Education Ministry [MEC], which lately it provides new dimensions concerning basic education. This research focuses on the indigenous issues recovering in a non-Indian school of a border area. Its distinguishing feature has the purpose to examine elementary school grades from 1st to 5th periods, located on indigenous edges in Potiguara-PB, constructing indigenous identity essentially on textbooks giving no emphasis on Potiguara. Thus, twenty-five collections from various publishers as the main source concerning History and Geography approved in 2007 PNLD [National Textbook Program], among these collections from the two disciplines adopted by the school. It purposes to reflect how indigenous issues are presented in the textbooks distributed in public schools, regarding both written and image texts. Research within books that circulate in schools, school planning and planning activities contemplation, student tasks and teachers interviews results in this dissertation. This study also provokes the search in order to accept ethnic differences, well as students and educators difficulties. Especially Northeast indigenous ethnic groups, on the other side, quite distant from teaching works and school environment, even participating in the history and geography context

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