Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-05-26T21:30:46Z No. of bitstreams: 1 DISS_2014_Vanubia Sampaio dos Santos.pdf: 3262628 bytes, checksum: 7eba6b7eed042c411a37e74b9738632b (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-05-29T12:24:03Z (GMT) No. of bitstreams: 1 DISS_2014_Vanubia Sampaio dos Santos.pdf: 3262628 bytes, checksum: 7eba6b7eed042c411a37e74b9738632b (MD5) / Made available in DSpace on 2017-05-29T12:24:03Z (GMT). No. of bitstreams: 1 DISS_2014_Vanubia Sampaio dos Santos.pdf: 3262628 bytes, checksum: 7eba6b7eed042c411a37e74b9738632b (MD5) Previous issue date: 2014-02-12 / CAPES / Essa dissertação discute a atual situação de estudantes indígenas do povo Arara e Gavião no contexto de escolas públicas urbanas no município de Ji-Paraná no estado de Rondônia. A pesquisa foi realizada em duas escolas públicas urbanas da rede estadual de ensino, com sete estudantes indígenas, 05 (cinco) da etnia Arara e 02 (dois) da etnia Gavião que estão no Ensino Fundamental (anos iniciais). Tendo como foco as expressões identitárias dos estudantes indígenas (o ser indígena), a pesquisa de campo evidenciou expressão que permitem ser lidas como possíveis situações de omissão e ou afirmação do pertencimento étnico no contexto das duas escolas urbanas. Essa pesquisa fundamentou-se nos procedimentos metodológicos da pesquisa de “cunho etnográfico” segundo estudos de André (2012) e das contribuições da fonte descritiva das situações vivenciadas alinhada à abordagem interpretativa (BOGDAN e BIKLEN,1982). Utilizamos a observação participante, diário de campo e entrevistas semiestruturada como instrumentos de coleta de dados. O estudo foi desenvolvido no período de março a junho de 2013, envolveram além das crianças indígenas os familiares, docentes, gestores e gestoras das duas escolas. Os interesses teóricos que contribuíram para a ampliação e aprofundamento do estudo se ancoram em: Candau (2006; 2009; 2013); Fleuri (2009); Neves (2009; 2012); Silva e Grupioni (1987); McLaren (1997); Tadeu da Silva (2002); Oliveira (1998); Cardoso de Oliveira (1976); Poutignat e Streiff-Fenart (1998); Hall (2002); Bauman (2005); Baines (2001) e Bhabha (1998). Em relação às crianças indígenas, as observações e os relatos coletados permitem possivelmente afirmar que os estudantes Arara e Gavião ao evidenciarem expressões e comportamentos de omissão e afirmação do pertencimento étnico em função do espaço de contraste confirmam tão somente o próprio contexto de hostilidade que é o ambiente escolar, evidentemente por outro lado as falas e os comportamentos também demonstram expressões identitárias do que significa ‘ser índio’ no contexto urbano. Outras situações indicam fato ocorrido cotidianamente nas relações entre os pares (estudantes indígenas e não indígenas) que caracteriza ocorrências e situações de invisibilidade dos estudantes indígenas, violência e preconceito a que estão submetidos neste espaço e passa sob o “silêncio” da escola e das professoras. Há, no entanto, uma relação expressa por conflitos latentes e não declarados que marcam a presença dos estudantes indígenas em um contexto escolar urbano específico como é o caso de Ji-Paraná e de outras cidades da Amazônia. Essas relações conflituosas caracteriza o que Neves (2013) chamou de “a reedição do contato”. Nessa perspectiva, a pesquisa procurou discutir as implicações pedagógicas, acadêmicas e políticas que aí vicejam, com o intuito de apontar possíveis ações mitigatória e a efetivação de políticas públicas interculturais como a formação continuada na perspectiva da Lei 11.645/2008 e a construção de currículos interculturais em escolas públicas estaduais e municipais da região amazônica. / This paper discusses the current situation and everyday life experienced by indigenous children of ethnicities Arara and Gavião enrolled in urban schools in the city of Ji-Paraná, Rondônia State. The study was conducted with seven indigenous students (five were Arara, and two Gavião) studying elementary education in two public schools in the state system. This study comprises the identity expressions (the statement or omission of ethnic belonging) of Indigenous students in urban school context. This research was based on the methodological procedures of "ethnographic research type" according to studies by André (2012) and the contributions of the descriptive power of the interpretive approach similar situations experienced in accordance with recommendations (BOGDAN e BIKLEN, 1982). We used participant observation, field notebook and surveys as tools for data collection. The study was conducted in the city of Ji-Paraná between March and June 2013, and involved beyond the indigenous children, their families, teachers and administrators of the two schools participating in the research. The theoretical interests that contributed to the widening and deepening of the study were based on Candau (2006, 2009); Fleuri (2009), Neves (2009; 2012); Grupioni and Silva (1987); Mc Laren (1997); Tadeu da Silva (2002), Oliveira (1998); Cardoso de Oliveira (1976); Poutignat and Streiff-Fenart (1998), Hall (2002), Bauman (2005), Baines (2001) and Bhabha (1998). In relation to indigenous children, remarks and reports collected allow us to state that students research collaborators outline behaviors and expressions that can be read as possible omission and affirmation of ethnic belonging in the context of both the urban schools. These possible expressions by indigenous students also confirm the context of hostility school environment itself, but on the other hand, the speech and behavior also show expressions of indigenous identity in the city. Some evidence presented facts daily in relations between indigenous and non- indigenous students featuring situations of invisibility, violence and prejudice that Indians are submitted in the school environment. These events occur in the silence of the school and teachers. There is a relation expressed by latent conflicts and undeclared possibly mark the presence of indigenous students in the city schools, which brings about situations from a past filled with recent raids produced in that context of contacts, colonization and conflicts that were experienced in the Amazon. However, reflects in school, in relationships among students, attesting that Neves (2013) defines "a reissue of contact."For this reason, this study involves a series of educational, academic and political implications, beyond the need for effective public policies with ongoing training of teachers in accordance with the Federal Law number 11.645/2008 and building intercultural curriculum in public schools in the state and the municipality, in the Amazon region.

Cette thèse s’intéresse à l’histoire sociale de Ceuta et de Melilla par le biais des relations interculturelles, notamment entre les deux communautés majoritaires, celle d’origine péninsulaire et de tradition catholique, et celle d’origine marocaine et de confession musulmane. Il s’agira donc d’aborder l’étude de cette histoire sociale par le bais de trois approches : 1) une approche sociohistorique des relations interculturelles ; 2) une approche sociopolitique où la composante démographique, l’identité et le nationalisme seront les axes fédérateurs ; et 3) une approche sociolinguistique consacrée au rôle des stéréotypes dans la construction identitaire, de même qu’aux pratiques et représentations interculturelles d’abord puis linguistiques ensuite chez les élèves des villes. Cette thèse se fonde ainsi sur une problématique centrale formulée dans les termes suivants : comment les relations interculturelles à Ceuta et Melilla se sont-elles construites au long de l’histoire et comment se forgent-elles, dans l’actualité, au niveau social, politique et linguistique ? / The objective of this thesis is the study of the social history of Ceuta and Melilla, by means of the analysis of intercultural relationships. Overall, two mainstream communities will be analysed: a Spanish heritage community, mainly Catholic and a Moroccan heritage community of Muslin religion. Three approaches have been taken in order to study this social history: 1) a sociohistorical approach of the intercultural relationships between the two communities; 2) a socio-political approach to analyse identity, demographic data and nationalism; 3) a sociolinguistic approach for the analysis of stereotypes and the construction of identity, as well as linguistic and intercultural representations. Our research question is the following: how intercultural relationships in Ceuta and Melilla are constructed not only diachronically (historically) but also synchronically (today), at social, politic and linguistic levels?

Orientador: Bela Feldman-Bianco / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-12T20:07:45Z (GMT). No. of bitstreams: 1 Muller_PauloRicardo_M.pdf: 999589 bytes, checksum: f6627ce62d71e64e75cd8ae28156b0d3 (MD5) Previous issue date: 2009 / Resumo: Esta dissertação tem como objetivo analisar a constituição de um circuito de produção e consumo de "músicas do mundo" na cidade de São Paulo a partir da formação de uma rede de músicos e grupos musicais dedicados à prática de instrumentos e linguagens musicais de "outras culturas", assim definidas em relação ao mainstream do mercado musical internacional e brasileiro. Esta rede é composta tanto por grupos especializados em linguagens musicais, cujo produto musical é classificado largamente como "música étnica", quanto por grupos de abordagem generalista, cujo produto musical é classificado como "encontro" ou "fusão" de diferentes linguagens musicais. O trabalho de campo que subsidia as interpretações aqui presentes combina o acompanhamento do circuito de performances comerciais dos grupos desta rede com minha participação como cantor em um coral destinado à participação de migrantes transnacionais residentes em São Paulo, além de entrevistas formais e informais com músicos e produtores. Com estas observações presentes, busco explicitar a lógica de produção e incorporação de "músicas do mundo" aos repertórios locais atentando para o uso da noção de diversidade cultural como um princípio do fazer musical / Abstract: The objective of this dissertation is to analyze the constitution of a world music production and consumption scene in São Paulo (Brazil) by a network of musical groups and musicians dedicated to the practice of non-western and non-Brazilian musical instruments and languages. This network is formed both by groups that are specialized in specific musical cultures - which sound is largely classified as ethnic music - and groups with a generalist approach to music - which sound is classified as "encounter" or "fusion" of many musical cultures. The fieldwork that provides the observations and interpretations herein combines the assistance of the circuit of commercial performances and my participation in a choir destined to transnational. immigrants dwelling in São Paulo, as well as formal and informal interviews with musicians and musical producers. Through these observations I intend to clarify the logics of production and incorporation of "world musics" to local repertoires and how cultural diversity is used as a rationale of music-making / Mestrado / Mestre em Antropologia Social

Given the current state of unprecedented global interdependence, and the growing impact that business has on the world’s inhabitants, Corporate Social Responsibility has become something that is not only desirable, but also expected of corporations. The topic of this qualitative study is the conceptual and pragmatic links of Intercultural Relations and Corporate Social Responsibility. This research focused on an identified informational gap in social responsibility literature and investigated the possible impact of culture and intercultural competence on Corporate Social Responsibility work. The scope of this investigation was purposeful and selective; a well-rounded group of professional Corporate Social Responsibility practitioners contributed to the research. At the end of this research it was determined that in order for social responsibility efforts to be reciprocal, inclusive, and effective, it would be beneficial to consider Intercultural Relations and develop intercultural competence.

The goal of this study was to better understand the needs of the Mexican American community in relation to the services offered and what their perception was of the American Automobile Association (AAA). At the time of the study, the AAA membership rate for the Hispanic/Latino community was 5% (American Automobile Association, 2014) while this same population in the United States was approximately 17.8% (U.S. Census Bureau, 2016). White/Caucasian members in the AAA accounted for 87% of total memberships yet was estimated at 77% of the U.S. population. With a steady population growth of the Latino community, the AAA seeks to increase membership from this population to better reflect the corresponding makeup of the United States. For the purposes of this study I focused on the Mexican American community, knowing that it was exclusive of other Latin American populations. The 2010 U.S. Census (2011) revealed 59.87% of Hispanic/Latinos identified as Mexican American. Historically, new immigrants immersed themselves in their new country and stepped away from not only their culture, but also their language. Ensuing generations of Mexican Americans are reconnecting with their roots and redefining their social identity, however, they have created new, fluid identities: Mexican American, American, and a blend of the two. To which identity does the American Automobile Association need to market to? This study suggests that AAA, a predominantly white corporation with low Hispanic/Latino membership rates, is not getting it right. Whites and Hispanics believe different advertising elements would be more relevant to the Mexican American population. Further study that includes face-to-face meetings or focus groups with the community is needed. However, there are clear messages that using the internet would better reach the Hispanic population, and to reach the most underserved group in the AAA, millennials, marketing apps for mobiles would be crucial.

This dissertation is a labor history of the Laie sugar plantation between 1865 and 1931. It explores intercultural and race relations that were inherent to colonial and plantation processes in Hawaii. Particular attention is given to the role of religion in advancing the colonial project. In 1865 Mormon missionaries bought approximately 6,000 acres with the hope of creating a gathering place for Hawaiian converts to settle in. The ideal of the gathering was a metaphor the missionaries brought with them from Utah, and it was a metaphor appropriated by Hawaiians and infused with their own cultural meanings, particularly the importance of the land. In order to economically support the gathering place, the missionaries turned to a plantation model. The plantation they developed was unusual in several respects. First, for most of the plantation's history, labor was done predominantly by Hawaiians. On the majority of other plantations, immigrant labor was used. Second, on Laie Plantation the cultivation of kalo was as important as sugar. Both crops were promoted by both Hawaiians and missionaries. Thus kalo production was one of the chief reasons Hawaiians stayed on Laie Plantation. It appears that many of those who gathered to Laie did so because to a large extent they could reconstruct traditional Hawaiian culture and foodways. Finally, the metaphor of the gathering mitigated some of the most onerous aspects of plantation life. The gathering was for Hawaiians and thus for the first thirty years, only Hawaiians were hired to work as laborers. This created a labor shortage that Hawaiians were able to use as they negotiated labor relations and the continuation of their cultural practices. However, in 1897 the metaphor of gathering began to diminish as a guiding ideal in shaping the structure of the plantation. Hawaiians began to be more dissatisfied with plantation work and increasingly had less voice in choices regarding the land. By the early 1900s, Laie began to resemble other Hawaiian plantations in terms of its ethnic makeup, landscape, and emphasis on capital development. After 1920 very few Hawaiians continued to work on Laie plantation.

Le Québec est présentement aux prises avec un malaise envers les immigrants qui a soulevé une série de débats dans les médias de masse, dans les cercles universitaires et communautaires pour ensuite prendre un caractère politique et public. Cet inconfort a soulevé une crainte des Québécois canadiens français que les immigrants envahissent le Québec en refusant d’adopter pleinement la culture québécoise, les laissant minoritaires et impuissants sur leur propre territoire. Une crainte que la culture, la langue et les valeurs québécoises deviennent aliénées. Celle-ci semble prendre origine dans la période de colonisation britannique du Québec (18e siècle) qui s’est ensuite transformée pour former le mouvement nationaliste contemporain. Face à ce constat, une question se pose: comment l’expérience coloniale du Québec influence-t-elle la manière dont les Québécois vivent avec la diversité culturelle aujourd’hui? Nous argumenterons que la conséquence principale de la colonisation britannique est un réflexe inconscient entretenu par une absence de conscience historique qui teinte les mécanismes de compréhension que les Québécois Canadiens français ont de l’Autre. Comme la compréhension influence grandement les actions, ce biais influence ultimement les interactions et les relations interculturelles. Au travers d’entrevues de Québécois Canadiens français et d’immigrants, nous démontrerons l’influence que cette crainte a sur la compréhension et sur les discours et explorerons comment les immigrants réagissent à ce Québec. / Quebecers are now struggling with the presence of new immigrants in the province which many identified as an « identity crisis ». From 2006 onwards, many debates on the question were widely broadcasted in the media and extensively discussed within academia and NGOs, ultimately affecting the political sphere. Those debates revealed a constant nervousness of the French Canadian population of Quebec that immigrants were invading the province, refusing to adopt Quebec’s unique culture, leaving them as a marginalized alienated community on their own territory. This fear seems to have its origins in the British colonial era of the 18th century, then transformed into the modern nationalist movement that reemerged in the middle of the 20th century. A question then arises : What are the effects of the British colonial era on the way Quebecers understand and interact with immigrants ? We argue that it resulted in an unconscious cultural reflex, maintained by a lack of historical consciousness, to protect itself from potential new invaders influencing the mechanisms of how Quebecers understand the Other. As understanding has great effects on action, this view ultimately affected intercultural relations and interactions. Through interviews with Quebec’s French Canadians and immigrants, we showed the influence of that fear in understanding and discourse and explored how immigrants react to Quebec’s situation.

The purpose of this research study was to analyze the success of the Peace Corps’ Municipal Development Program in its role as a change agent in the empowerment of rural Guatemalan women, and includes an exploration into the intercultural factors that may have affected the outcomes. I used my Peace Corps site of Santa Cruz El Chol, Guatemala as the case study for this research. I reviewed literature in five areas to use as a foundation to guide my research. This included literature regarding Guatemalan history and Guatemalan women’s issues, women’s empowerment in the international development context, Peace Corps, change agentry, and intercultural relations. I obtained data from four different groups. I interviewed a focus group of female leaders from El Chol, obtained questionnaires from 42 rural women from El Chol and its surrounding villages, interviewed three Peace Corps Guatemala staff members, and gathered surveys from 18 returned Peace Corps volunteers. Qualitative and quantitative data were gathered via open-ended questions, multiple-choice questions, and scale-based questions. An analysis of the findings revealed implications in three areas. The first area focused on Guatemalan women who are especially vulnerable to institutional and domestic violence, which leads to a lack of educational and economic opportunities and continues to prevent their empowerment. Next, the Peace Corps volunteers were generally satisfied with their service, but felt traits of Guatemalan society and culture prevented them from positively influencing women’s empowerment. Additionally, findings revealed that Peace Corps volunteers served as change agents in that they saw themselves and were seen by others as positive role models for the Guatemalan women with whom they worked. Finally, time management styles, differences in perception of gender roles, and direct versus indirect communication styles sometimes clashed to cause issues in U. S. American and Guatemalan abilities to work effectively together.

Made available in DSpace on 2016-04-28T18:22:32Z (GMT). No. of bitstreams: 1 Maria de Lourdes Albuquerque de Souza.pdf: 1686293 bytes, checksum: a28a692a21618b677116d0060ee09c27 (MD5) Previous issue date: 2012-06-27 / Fundação Ford / This research has as main objective to create moments of critical reflection with the researched group looking for the comprehension and discussion of the organization and use of the official correspondence genre - correspondência oficial ofício, an official document that is commonly received from non- indigenous institutions for kaiowá leaderships and teachers from T. I. Panambizinho. This study is based theoretically in the Socio-Historical- Cultural Activity Theory (Vygotsky, Leontiev, Engeström) and the discussions of Bakhtin about discourse genres; in Magalhães (2004), Liberali (2009), Kerbrat-Orechioni (2010), Brookfield & Preskill (2005), Smyth (1992) and Mackay (1980), in order to analyze the organizational pattern of language in the turn-taking in the discussions. The methodological orientation is anchored in the Critical Research of Collaboration, which points to the organization of language as dialogical and dialectic in the accomplishment of a joint work by the participants. As pointed out by Magalhães (2007a) it is about a methodology of intervention in the context of accomplishment of the research, with the objective to create spaces of joint construction for the understanding and transformation of senses attributed to the object under discussion and production of shared meanings. This study was carried out with leaderships and teachers of the Indigenous Land, Panambizinho, Dourados/MS. The data was collected/produced, through workshops of study, with focus in the reading and writing of the official correspondence genre, correspondência oficial ofício, that were recorded in audio and video. The focus of this dissertation is on the reading. The results had disclosed no initial understanding of the indigenous participants on the importance and use of the official correspondence ofício, in their relations with the non-indigenous institutions. It also revealed the collaborative production of meanings during the two days workshops, as well as the partial transformation of them, made possible by the construction of a collaborative interactional pattern, where all the participants shared the object of the activity and revealed themselves committed to participate in the discussions. The sharing of meanings, as to the understanding and use of the official correspondence ofício by kaiowá participants, will only be possible to be evidenced at the subsequent moment to the accomplishment of this research / Esta pesquisa tem como objetivo geral criar momentos de reflexão crítica com o grupo pesquisado para a compreensão e discussão da organização e uso do gênero correspondência oficial - ofício, recebidos de instituições não-indígenas por lideranças e professores kaiowá da T. I. Panambizinho. Este estudo está embasado, teoricamente, na Teoria da Atividade Sócio-Histórico-Cultural (Vygotsky, Leontiev, Engeström) e nas discussões de Bakhtin sobre gêneros do discurso; em Magalhães (2004), Liberali (2009), Kerbrat-Orechioni (2010), Brookfield & Preskill (2005), Smyth (1992) e Mackay (1980), para analisar o padrão organizacional da linguagem nos turnos de fala nas discussões. A orientação metodológica está ancorada na Pesquisa Crítica de Colaboração- PCCol, que aponta para a organização da linguagem como dialógica e dialética na realização de um trabalho conjunto pelos participantes. Como aponta Magalhães (2007a) trata-se e uma metodologia de intervenção no contexto de realização da pesquisa, com o objetivo de criar espaços de construção conjunta para a compreensão e transformação de sentidos atribuídos ao objeto em discussão e produção compartilhada de significados. O estudo foi realizado com lideranças e professores da Terra Indígena Panambizinho, Dourados/MS. Os dados foram coletados/produzidos, por meio de oficinas de estudo realizadas, com foco na leitura e escrita do gênero correspondência oficial ofício, que foram gravadas em áudio e vídeo. O foco desta dissertação está na leitura. Os resultados revelaram a não compreensão inicial dos participantes indígenas sobre a importância e uso do ofício nas suas relações com as instituições não-indígenas. Revelaram, também, a produção colaborativa de sentidos durante os dois dias de oficinas, bem como a transformação parcial dos mesmos possibilitada pela construção de um padrão interacional colaborativo, em que todos os participantes compartilharam o objeto da atividade e se revelavam empenhados em participar das discussões. O compartilhamento de significados, quanto à compreensão e uso do ofício pelos participantes kaiowá, só será possível ser constatado em momento posterior à realização desta investigação

Thesis (Masters) -- The College of Saint Elizabeth, 2010. / Typescript. Available at The College of Saint Elizabeth - Office of Graduate Programs. "March 2010"