Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 355-397). Also available on the World Wide Web.

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Este artículo presenta y analiza las principales características de la propuesta de interculturalidad desarrollada por una organización indígena amazónica del Perú en la formación de jóvenes indígenas como enfermeros técnicos en salud intercultural. A través de este programa de formación, mostramos cómo la Asociación Interétnica de Desarrollo de la Selva Peruana (Aidesep) se apropia del concepto de interculturalidad, lo resignifica y reconstruye en la práctica. A partir de documentos internos, publicaciones institucionales, testimonios de egresados, dirigentes y miembros del equipo técnico del Programa de Salud Indígena de Aidesep, analizamos la construcción e implementación del concepto de interculturalidad. Este artículo muestra la forma en que una organización indígena se vuelve un actor proponente de la interculturalidad, construyendo una respuesta indígena para la formación de profesionales técnicos, preparados para brindar atención en salud culturalmente apropiada a la población indígena. La propuesta de formación de enfermeros técnicos en salud intercultural demuestra que es posible que la interculturalidad crítica pase del discurso a la práctica cuando los pueblos indígenas construyen propuestas interculturales propias. / This article examines the main characteristics of the proposal on interculturality developed by an indigenous Amazonian organization of Peru for the training of indigenous youth as nurse technicians in intercultural health. It shows how the Interethnic Association for the Development of the Peruvian Jungle (Aidesep) appropriates the concept of interculturality, reconfigures and reconstructs it. Based on internal documents, institutional publications, testimonies of graduates of the intercultural health program, leaders and members of the technical team of the Indigenous Health Program of AIDESEP, we analyze the construction and implementation of the concept of interculturality. We also examin the way in which an indigenous organization becomes a proponent of interculturality, building an indigenous response for the training of health professionals prepared to provide culturally appropriate health services to the indigenous population. The proposal for the training of nurse technicians in intercultural health shows that it is possible for critical interculturality to move from discourse to practice when indigenous peoples develop their own intercultural proposals.

mnesty International (2009:1) reports that despite some progress over the last decade, indigenous peoples around the world continue to live in hardship and danger. This is due to the failure of states to uphold their fundamental human rights. The persecution of minorities by intolerant majorities is still a major cause of international unrest in various parts of the world (Sohn, 1981: 272). Against this backdrop, this study set out to investigate the extent to which the rights of the Basarwa in Botswana are promoted and protected by the government. Methods of data collection included questionnaire, interviews, books, journal articles and internet publications. The study found out that the government of Botswana does not promote and protect the rights of the Basarwa in Botswana. They are instead being considered as a primitive and backward people and hence, a developmental problem by the government of Botswana. Other violations of their rights include: non-recognition as the indigenous people of Botswana, derogatory names-calling, forced land evictions and other forms of social and economic exclusion. The study recommends the following: The need for the government of Botswana to recognise the Basarwa as a distinct and unique ethnic group in the country; the need for dialogue between the Basarwa, the government of Botswana and NGOs; the need for the government of Botswana to ameliorate the quality and accessibility of social services for the Basarwa, particularly in the areas of health and education; and the need for both the public and private sectors alike to provide the necessary skills for employment of the Basarwa.

Iniciada em 2008, a ampliação do acesso ao ensino superior por meio de cotas realizado na Universidade Federal do Rio Grande do Sul (UFRGS) ocorre concomitantemente ao desenvolvimento de ações de políticas de permanência. Este trabalho discute as ações de ensino de língua e letramento integrantes das iniciativas pedagógicas da política de permanência para os universitários indígenas: o Curso de Inglês para Estudantes Indígenas e, especialmente, o Curso de Leitura e Escrita na Universidade para Estudantes Indígenas. O objetivo deste trabalho é discutir a abordagem pedagógica e teórica fundamentada no campo dos Estudos de Letramento Acadêmico (LEA; STREET, 1998, 2006; LILLIS, 2001; LEA, 2004) dessas ações de permanência, de modo a oferecer subsídios para a construção e o desenvolvimento de ações de permanência que visam a fomentar a diplomação de estudantes de grupos minoritários, principalmente de estudantes indígenas, nas universidades públicas brasileiras, em processo de adequação à Lei de Cotas nacional (nº 12.711/2012). Esses subsídios se contrapõem ao discurso deficitário em relação às práticas letradas de estudantes minoritários e à prática historicamente constituída de socialização acadêmica embasada na suposta transparência das expectativas institucionais em relação à escrita e numa compreensão do letramento como habilidades cognitivas adquiridas pelos sujeitos e transferíveis para quaisquer contextos. A abordagem de letramento acadêmico adotada aqui orienta-se para a diversidade das práticas letradas e para o dialogismo (BAKHTIN, 2003), fomentando-os nos espaços pedagógicos da ciência em favor da legitimação de novas vozes nas universidades e entende letramento como múltiplas práticas sociais que envolvem a escrita em discursos inscritos ideologicamente, situados histórica e socialmente. O estudo apresenta um panorama, no plano nacional, da formação dos programas de ações afirmativas e da participação política dos povos indígenas na construção da demanda para si por ensino superior e descreve as ações de acesso e de permanência da UFRGS, no âmbito das quais são oferecidos os cursos de leitura e escrita acadêmica focalizados. Possibilidades e demandas para o desenvolvimento das políticas afirmativas no ensino superior brasileiro são fornecidas pela discussão teórica na área do letramento acadêmico e das ações afirmativas, contemplando perspectivas de intelectuais indígenas e não indígenas. / The expansion of access to higher education through quotas initiated at the Federal University of Rio Grande do Sul (UFRGS) in 2008, in the same year a public policy of permanence actions was developed. The aim of this study is to analyze the literacy and language actions which are part of the educational initiatives of this policy aimed at indigenous students: the English Course for Indigenous Students and the Academic Reading and Writing Course at the University for Indigenous Students. The theoretical and pedagogical basis for the courses, namely the Academic Literacy Studies (LEA; STREET, 1998, 2006; LILLIS, 2001; LEA, 2004) (ACLITS), is presented, and its implications for the development of permanence actions aimed at assisting minority students in their undergraduate courses, mainly those actions targeting Indigenous students. Indigenous students have recently had access to Brazilian public universities, which are currently adjusting their admission systems to the national Quota Act (No. 12.711/2012). The contributions of ACLITS oppose language deficit approaches concerning minority students’ literacy practices and historically held practices of academic socialization, which are grounded in supposedly transparent institutional expectations and in a perspective of literacy as cognitive skills acquired by individuals and transferable to any contexts. The academic literacy approach adopted here is oriented towards the diversity of literacy practices and dialogism (BAKHTIN, 2003), which should be fostered in pedagogical spaces for building science and to legitimate new voices in the academy. Literacy is defined as multiple social practices that involve writing in ideologically inscribed discourses, and which are situated socially and historically. The study presents an overview of the development of affirmative action programs in Brazil and of the political participation of Indigenous peoples in organizing their demands for higher education. Moreover, the access and permanence actions developed at UFRGS are described in order to contextualize the academic reading and writing courses offered to Indigenous students. Possibilities and demands for the development of affirmative action policies in higher education in Brazil are discussed based on the current theoretical debates on academic literacy and affirmative actions held by indigenous and non-indigenous researchers.

This dissertation examines the shifting and multi-scalar governance of oil and gas projects in Peruvian Amazon. Using cases studies of oil extraction in blocks 1AB (192), 8 in Loreto (2006 to 2015), and the Environmental Impact Assessment (EIA) process for the expansion of the Camisea gas project in block 88 in Cusco, this dissertation explores how environmental decision-making processes of oil and gas projects are structured and enacted. In doing so, this study sheds light on the shifting interactions, negotiations, struggles and (at times) open conflicts between actors that define why, how and where hydrocarbon projects take place in the Amazon. Recognizing the variety of actors, I organize my analysis around government institutions, indigenous mobilizations, environmental assessments and the economic distribution of revenues from oil and gas projects. From my analysis I argue that resource extraction is changing substantially the relationship between the government and the indigenous peoples in the Peruvian Amazon. These changes involve profound changes in indigenous rights and the creation of new institutions and capacities in the state to address the social-environmental effects of extractive industries. The surge of social-environmental conflicts and the influence of international finance institutions have prompted the Peruvian government to reform the institutional framework regulating resource extraction. This reforms are taking place amid the globalization of indigenous rights, discourses, and laws (such as the Prior Consultation Law) granting special rights to indigenous peoples. However, power-knowledge asymmetries in the decision-making processes (such as the environmental assessments) tend to increase the sense of mistrust among the local populations, resulting in increasing social-environmental conflicts. In addition, the uneven distribution of benefits from resource extraction is creating regional disparities, increasing the dependency of some regions on resource extraction. An examination of the implementation of the Environmental Impact Assessment process for the expansion of the Camisea project in block 88 exposes unresolved practices of representation and citizenship of the indigenous peoples in voluntary isolation. However, overall, Amazonian indigenous people’s struggles are shifting the traditional national, social, and political life. They are ethnic minorities and citizens struggling for their rights to participate in decision-making processes and in the distribution of economic benefits from extraction, both particularity and equality.

Iniciada em 2008, a ampliação do acesso ao ensino superior por meio de cotas realizado na Universidade Federal do Rio Grande do Sul (UFRGS) ocorre concomitantemente ao desenvolvimento de ações de políticas de permanência. Este trabalho discute as ações de ensino de língua e letramento integrantes das iniciativas pedagógicas da política de permanência para os universitários indígenas: o Curso de Inglês para Estudantes Indígenas e, especialmente, o Curso de Leitura e Escrita na Universidade para Estudantes Indígenas. O objetivo deste trabalho é discutir a abordagem pedagógica e teórica fundamentada no campo dos Estudos de Letramento Acadêmico (LEA; STREET, 1998, 2006; LILLIS, 2001; LEA, 2004) dessas ações de permanência, de modo a oferecer subsídios para a construção e o desenvolvimento de ações de permanência que visam a fomentar a diplomação de estudantes de grupos minoritários, principalmente de estudantes indígenas, nas universidades públicas brasileiras, em processo de adequação à Lei de Cotas nacional (nº 12.711/2012). Esses subsídios se contrapõem ao discurso deficitário em relação às práticas letradas de estudantes minoritários e à prática historicamente constituída de socialização acadêmica embasada na suposta transparência das expectativas institucionais em relação à escrita e numa compreensão do letramento como habilidades cognitivas adquiridas pelos sujeitos e transferíveis para quaisquer contextos. A abordagem de letramento acadêmico adotada aqui orienta-se para a diversidade das práticas letradas e para o dialogismo (BAKHTIN, 2003), fomentando-os nos espaços pedagógicos da ciência em favor da legitimação de novas vozes nas universidades e entende letramento como múltiplas práticas sociais que envolvem a escrita em discursos inscritos ideologicamente, situados histórica e socialmente. O estudo apresenta um panorama, no plano nacional, da formação dos programas de ações afirmativas e da participação política dos povos indígenas na construção da demanda para si por ensino superior e descreve as ações de acesso e de permanência da UFRGS, no âmbito das quais são oferecidos os cursos de leitura e escrita acadêmica focalizados. Possibilidades e demandas para o desenvolvimento das políticas afirmativas no ensino superior brasileiro são fornecidas pela discussão teórica na área do letramento acadêmico e das ações afirmativas, contemplando perspectivas de intelectuais indígenas e não indígenas. / The expansion of access to higher education through quotas initiated at the Federal University of Rio Grande do Sul (UFRGS) in 2008, in the same year a public policy of permanence actions was developed. The aim of this study is to analyze the literacy and language actions which are part of the educational initiatives of this policy aimed at indigenous students: the English Course for Indigenous Students and the Academic Reading and Writing Course at the University for Indigenous Students. The theoretical and pedagogical basis for the courses, namely the Academic Literacy Studies (LEA; STREET, 1998, 2006; LILLIS, 2001; LEA, 2004) (ACLITS), is presented, and its implications for the development of permanence actions aimed at assisting minority students in their undergraduate courses, mainly those actions targeting Indigenous students. Indigenous students have recently had access to Brazilian public universities, which are currently adjusting their admission systems to the national Quota Act (No. 12.711/2012). The contributions of ACLITS oppose language deficit approaches concerning minority students’ literacy practices and historically held practices of academic socialization, which are grounded in supposedly transparent institutional expectations and in a perspective of literacy as cognitive skills acquired by individuals and transferable to any contexts. The academic literacy approach adopted here is oriented towards the diversity of literacy practices and dialogism (BAKHTIN, 2003), which should be fostered in pedagogical spaces for building science and to legitimate new voices in the academy. Literacy is defined as multiple social practices that involve writing in ideologically inscribed discourses, and which are situated socially and historically. The study presents an overview of the development of affirmative action programs in Brazil and of the political participation of Indigenous peoples in organizing their demands for higher education. Moreover, the access and permanence actions developed at UFRGS are described in order to contextualize the academic reading and writing courses offered to Indigenous students. Possibilities and demands for the development of affirmative action policies in higher education in Brazil are discussed based on the current theoretical debates on academic literacy and affirmative actions held by indigenous and non-indigenous researchers.

Indigenous peoples have valuable ancestral cultures and makeimportant contributions to society in general. However, despite the recognized value of these peoples and their cultures, their most basic rights have been violated for a long time. The postcolonial era did not end the internal«colonization», because in many places the locals are still treated as inferior to the other inhabitants within the territory of the Country. Nevertheless, the international law is moving in the opposite direction, recognizing the dignityand the rights not only of individuals but also of indigenous peoples, ensuring cultural security. In recent decades, relevant international  instruments have been adopted, inspiring the constitutional reforms and human rights initiatives for the protection of indigenous peoples. This article aims to investigate how the legal recognition of self-determination of the indigenous peoples contributes to the protection and promotion of their culture. On that matter, the first section of the paper concentrates on the conceptual discussion on indigenous peoples, as well as the legal-political relationship models between them and the State. Second, the rights of the indigenous peoples will be examined from the perspective on international law, with special emphasis on the collective self-determination right. In the last section, the Latin American Constitutions will be studied, in order to present the situation of the indigenous self-determination in Latin American. / Los pueblos indígenas poseen culturas ancestrales valiosas, las cuales hacen importantes contribuciones a la sociedad en general. Sin embargo, a pesar del valor reconocido de estos pueblos y de sus culturas, sus derechos más esenciales han sido violados por largo tiempo. La era postcolonial no puso fin a la «colonización» interna, ya que en muchos lugares los nativos siguen siendo tratados como inferiores a los demás habitantes del territorio del Estado. No obstante, el derecho internacional se mueve hacia la dirección opuesta, ya que reconoce la dignidad y los derechos no solo de los individuos, sino también de los pueblos indígenas, lo que les garantiza seguridad cultural. En las últimas décadas, se han adoptado instrumentos internacionales relevantes, que inspiraron las reformas constitucionales y las iniciativas de derechos humanos para la protección de los pueblos indígenas. Este artículo tiene como objetivo investigar cómo el reconocimiento legal de la autodeterminación de los pueblos indígenas contribuye a la protección y promoción de su cultura. A tal efecto, la primera sección del documento abordará la discusión conceptual sobre los pueblos indígenas, así como los modelos de relación jurídico-política entre ellos y el Estado. En segundo lugar, los derechos de los pueblos indígenas serán examinados desde la perspectiva del derecho internacional, con especial énfasis en el derecho colectivo de autodeterminación. En la última sección, las constituciones de América Latina serán estudiadas, con el fin de presentar la situación de la libre determinación indígena en Estados de América Latina.

About special indigenous representation in Peru: An approach from the viewpoint of indigenous leaders. Following the numerous indigenous uprisings in the 1990´s, scholars have paid close attention to indigenous politics in Latin America, with their main focus placed on the construction of indigenous movements, as well as indigenous identity. In contrast, very few contributions deal with institutional designs to promote indigenous people’s access to formal politics. This paper addresses the topic of descriptive representation of indigenous people in formal decision-making spheres, with the main focus on the Parliament. It outlines the benefits associated with descriptive representation of minorities, as well as two cases of interest: Mexico and New Zealand. Based on interviews conducted during the summer of 2009, the article provides insight into the indigenous leaders´ assessments regarding this issue. It also includes a look at the magnitude of recent indigenous representation in Parliament. The final section presents a brief review of some strategies to include indigenous people informal power structures. / Se aborda la representación especial o descriptiva de poblaciones indígenas en espacios formales de decisión, con foco en el ámbito parlamentario y en la potencialidad de un diseño en esta línea para el caso peruano. Como marco, el trabajo reseña los beneficios asociados a la representación descriptiva de minorías, así como dos casos de interés: México y Nueva Zelanda. Se presenta la opinión sobre este tema de líderes indígenas peruanos, cuyos testimonios fueron recogidos durante el verano de 2009. El texto incluye una breve descripción del marco normativo peruano, como también una mirada a la magnitud de la representación indígena reciente en el Parlamento. La última sección presenta notas a modo de conclusión, y una reseña sucinta de algunas estrategias ensayadas para incluir a poblaciones indígenas en espacios formales de poder.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-06-28T18:21:07Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO_PPGISC_2015_NathalieEstima.pdf: 5122635 bytes, checksum: fffb0a133bef175ef85d9625dddff7d1 (MD5) / Made available in DSpace on 2016-06-28T18:21:07Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO_PPGISC_2015_NathalieEstima.pdf: 5122635 bytes, checksum: fffb0a133bef175ef85d9625dddff7d1 (MD5) Previous issue date: 2015-08-31 / Apesar de avanços observados após a criação do Subsistema de Atenção à Saúde Indígena no Brasil em 1999, a saúde do povo indígena se mantém com muitos dos problemas vivenciados pela população em geral, dentre estes, a saúde das mulheres em idade reprodutiva. Em paralelo, informações confiáveis sobre a situação de saúde desses grupos populacionais são incipientes, dificultando a construção e limitando o uso de indicadores capazes subsidiar o desenvolvimento de políticas públicas específicas. Objetivo: Analisar a mortalidade de mulheres em idade fértil (MIF) e materna da população indígena do estado de Pernambuco, no período de 2006 a 2012. Método: Trata-se de estudo descritivo exploratório, para o qual realizou-se um linkage entre informações dos óbitos de MIF raça/cor indígena do Sistema de Informações sobre Mortalidade (SIM) e relatórios gerados a partir da qualificação deste quesito pelo DSEI Pernambuco no módulo de investigação SIM-Web. Os óbitos de MIF e maternos foram classificados por causa básica, de acordo com a Classificação Internacional de Doenças 10 Revisão (1993), e os óbitos maternos analisados segundo o modelo dos três atrasos, proposto por Thaddeus e Maine (1994). Resultados: Obteve-se um banco composto por 115 óbitos de MIF, dos quais 41,7% estavam subinformados como indígena ao SIM e 70,4% eram de mulheres aldeadas. A maior proporção dos óbitos ocorreu entre as mulheres da faixa etária mais elevada, com baixa escolaridade, agricultoras e solteiras. As principais causas de óbito foram as doenças do aparelho circulatório, seguidas das causas externas, neoplasias e causas maternas. Identificaram-se dez óbitos maternos (05 por causas obstétricas diretas e 05 obstétricas indiretas), cujos atrasos se deram principalmente nas Fases II e III. Conclusões: Os resultados mostram o linkage entre bancos de dados como ferramenta essencial capaz de possibilitar o conhecimento dos óbitos de MIF e maternos indígenas subinformados e a construção do perfil de mortalidade da população estudada. As mortes por causas maternas representam importante causa de óbito nessa população e se mostram com padrão semelhante às mortes de mulheres da zona rural do estado, resultantes de dificuldades de acesso oportuno e da desorganização da rede de atenção obstétrica como um todo. / Despite advances made after the creation of the Subsystem of the Indigenous Healthcare in Brazil in 1999, the health of indigenous people remains with many of the problems experienced by the general population, among them, the health of women of reproductive age. In parallel, reliable information on the health situation of these population groups are incipient, hindering the construction and limiting the use of capable indicators to support the development of specific public policies. Objective: To analyze the mortality of women of childbearing and motherly age (MIF) of the indigenous population of the state of Pernambuco, from 2006 to 2012. Method: It is an exploratory descriptive study, for which it was held one linkage between deaths information of MIF indigenous race/color from Mortality Information System (MIS) and reports generated from the qualification of this question by DSEI Pernambuco in the SIM-Web research module. The MIF and maternal deaths were classified by underlying cause, according to the International Classification of Diseases 10th Revision (1993), and maternal deaths analyzed according to the model of the three delays proposed by Thaddeus and Maine (1994). Results: A bank composed of 115 deaths of MIF was obtained, of which 41.7% were sub-informed as the indigenous to SIM and 70.4% were villatic women .The highest proportion of deaths occurred among women of older age, low education, farmers and single. The main causes of death were cardiovascular diseases, followed by external causes, neoplasms and maternal causes. Ten maternal deaths were identified (05 by direct obstetric causes and 05 indirect obstetric ones), whose delays took place mainly in Phases II and III. Conclusions: The results show the linkage between the databases as an essential tool which can enable knowledge of MIF deaths and maternal indigenous sub-informed and the construction of the mortality profile of the studied population. Deaths from maternal causes represent an important cause of death in this population and show themselves with similar pattern to the deaths of women from rural areas of the state, resulting from timely access difficulties and disorganization of obstetric care network as a whole.