Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2016-10-11T20:49:20Z No. of bitstreams: 1 2015 - Roberta de Souza Campos.pdf: 1458484 bytes, checksum: 00d38317e9fafb94c6c0ed2aff6157a4 (MD5) / Made available in DSpace on 2016-10-11T20:49:20Z (GMT). No. of bitstreams: 1 2015 - Roberta de Souza Campos.pdf: 1458484 bytes, checksum: 00d38317e9fafb94c6c0ed2aff6157a4 (MD5) Previous issue date: 2015-09-28 / The changes experienced in Rio de Janeiro in the late eighteenth and early nineteenth centuries, from a political and economic point of view, reverberated deeply on indigenous communities living near the city. It occurred not only because the indigenous legislation was amended with the Pombalino Directory and later suspended losing its general characteristic for the entire colonial/national territory, but also because land disputes became increasingly common in the life of these populations. In this context of intense changes, indigenous places like Itaguai and Mangaratiba experienced intricate situations regarding the relations of power, labor and land rights. From a regional history, we seek to highlight a double movement: one by the bias of the State and non-indigenous society and the other by the bias of the indigenous themselves. That is, on the one hand, we describe the hegemonic movement that seeks to assimilate, mix and produce free and dependent work labor between the so called civilized indigenous; while on the other hand, we describe a counter-hegemonic movement that seeks to stay, re-invent and produce a new historical culture, which helped the group identity processes and political interests. / As mudan?as vividas pelo Rio de Janeiro no final do s?culo XVIII e no in?cio do XIX, dos pontos de vista pol?tico e econ?mico, reverberaram com profundidade sobre as comunidades ind?genas que viviam pr?ximas ? cidade. N?o somente porque a legisla??o indigenista foi modificada, com o Diret?rio Pombalino e depois com a suspens?o do mesmo, perdendo seu car?ter geral para todo o territ?rio colonial/nacional, mas tamb?m porque conflitos agr?rios se tornavam cada vez mais cotidianos na vida dessas popula??es. Nesse contexto de intensas transforma??es, lugares ind?genas como Itagua? e Mangaratiba vivenciaram situa??es intrincadas no que diz respeito ?s rela??es de poder, ? m?o de obra e aos direitos territoriais. A partir de uma hist?ria regional, buscamos destacar um movimento duplo: um pelo vi?s do Estado e da sociedade n?o-ind?gena e outro pelo vi?s dos pr?prios ?ndios. Isto ?, de um lado, descrevemos o movimento hegem?nico que busca assimilar, misturar e produzir m?o de obra livre e dependente entre os ?ndios ditos civilizados; por outro lado, descrevemos um movimento contra-hegem?nico que busca permanecer, reinventar e produzir uma cultura hist?rica nova, que auxiliou nos processos identit?rios de grupo e em interesses pol?ticos.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-09T19:03:28Z No. of bitstreams: 1 2016 - Patr?cia Ferreira de Andrade.pdf: 2739383 bytes, checksum: 4ef99b3a1e0c6cd9e74b662e4f2751c4 (MD5) / Made available in DSpace on 2017-06-09T19:03:28Z (GMT). No. of bitstreams: 1 2016 - Patr?cia Ferreira de Andrade.pdf: 2739383 bytes, checksum: 4ef99b3a1e0c6cd9e74b662e4f2751c4 (MD5) Previous issue date: 2016-02-24 / CAPES / This dissertation consisted in investigating the Municipal Plan of Education of Itagua?/RJ, which was reformulated in the year 2015 and will be current until the year 2025. For this purpose, acknowledging the relevance of the PME (2015) from Itaguai/RJ, (because it acts in a sense of re-orientating the education in the municipality) this study researched the reorientation of that document regarding pedagogical and educational assistance of the target-public students of the special education program of the municipality, and overall of the CEMAEE (Centro Municipal de Atendimento Educacional Especializado, in english "Municipal Centre of Specialized Educational Assistance"). Our researched issues were: Does the Municipal Plan of Education of Ituaguai (2015) contribute to the democratization process of the education system? How is the political-pedagogical organization set in the (re) orientation included in the PME (2015) of Itagua?, regarding the assistance to the target-public students in special education programs? Is the PME Itagua? (2015) in line with the PNE (National Education Plan)? Which are the perspectives of improvement that the PME Itagua? could establish in the CEMAEE's assistance? Which are the difficulties that the participants in this study have found for the implementation of the inclusive orientation for the target-public of the special education program? What do the participants of this study think/know about the current Public Policy of Inclusive Education concerning the special education target-public students? The methodological conception of this research was the "undissociability" between method and theory exposed in the Teor?a Critica (Critical Theory) of education. The thought of Theodor Adorno inspired our analysis, as well as Damasceno and Costa, commentators of his thought. Regarding the methodological procedures, we divided them in two moments, the first moment consisted in the documental analysis, in which we evaluated the previous PME of Itagua? (2010-2020) and the current (2015-2025) and we characterized the Documento de Forma??o (Formation Document) from 2010 from the CEMAEE. In the second moment, we accomplished the interviews with the subjects of the study, as follows: Ex-secretary of Education, Ex-sub-secretary of Education, Secretary of education, manager of the CEMAEE and the teacher of the CEMAEE, and we applied the characterization to them. In our final considerations, we identified that the PME (2015) represents a very important achievement for the education of the Municipality, since it presents political-pedagogical disposals that collaborate with the school inclusion of the target-public students of special education. Nevertheless Itagua? still faces challenges that raise obstacles to reach education for everyone, thus becoming urgent that what was instituted by the PME (2015) is implemented in the sphere of the institutive of the municipal network of Itagua?. We emphasize the importance of this and other researches that have the objective of studying the operational ability of the process of the school inclusion of the target-public individuals/students in the special education programs, in tune with the movement of democratization of the education. / Esta disserta??o tem como objeto de investiga??o o Plano Municipal de Educa??o de Itagua?/RJ, que foi reformulado no ano de 2015, com validade at? o ano de 2025. Para tal, tomando conhecimento da relev?ncia do PME (2015) de Itagua?, no que se refere a (re)orienta??o da educa??o do Munic?pio, este estudo pesquisou/problematizou os impactos deste documento no atendimento pedag?gico e educacional dos estudantes p?blico-alvo da educa??o especial do Munic?pio e, sobretudo, no CEMAEE (Centro Municipal de Atendimento Educacional Especializado). Nossas quest?es de investiga??o, derivadas de nosso objetivos, foram: O Plano Municipal de Educa??o de Itagua? (2015) contribui para o processo de democratiza??o no sistema de ensino? Como est? posta a organiza??o pol?tico-pedag?gica na (re) orienta??o inclusiva do PME (2015) de Itagua?, no que tange ao atendimento dos estudantes p?blico-alvo da educa??o especial? O PME de Itagua? (2015) est? em conson?ncia com o PNE? Quais as perspectivas de aperfei?oamento que o PME de Itagua? poder? instituir no atendimento do CEMAEE? Quais as dificuldades que os profissionais da educa??o, participantes deste estudo, tem encontrado para a implementa??o da orienta??o inclusiva para o p?blico-alvo da educa??o especial? O que pensam/sabem os sujeitos participantes do estudo sobre as atuais Pol?ticas p?blicas de Educa??o Inclusiva no que se refere aos estudantes p?blico-alvo da educa??o especial? A concep??o metodol?gica desta pesquisa se fundamenta na indissociabilidade entre teoria e m?todo posta na Teoria Cr?tica da educa??o. O pensamento de Theodor Adorno subsidiou nossas an?lises, assim como as reflex?es de Damasceno e Costa, comentadores de seu pensamento. Quanto aos instrumentos e procedimentos metodol?gicos, os dividimos em duas etapas: a primeira consistiu na an?lise documental, onde analisamos o PME de Itagua? (2010-2020) e o atual (2015-2025), al?m do Documento de Forma??o (2010) do CEMAEE. Na segunda etapa, realizamos as entrevistas com os sujeitos de estudo, a saber: Ex-secret?ria de educa??o, Ex-subsecret?ria de educa??o, Atual Secret?ria de educa??o, Gestor do CEMAEE e uma Docente do CEMAEE. Em nossas considera??es finais de pesquisa identificamos que o PME (2015) representa uma significativa conquista para a educa??o do Munic?pio, pois apresenta disposi??es pol?tico-pedag?gicas que colaboram com a inclus?o escolar de estudantes p?blico-alvo da educa??o especial. Entretanto, Itagua? ainda possui in?meros desafios que obstaculizam a afirma??o de uma educa??o para todos, tornando-se urgente que o institu?do no PME (2015) se implemente na esfera instituinte dos movimentos democr?ticos desta rede de ensino. Destacamos a import?ncia desta e outras pesquisas que possuem como objeto de estudo a operacionalidade do processo de inclus?o escolar de indiv?duos/estudantes p?blico-alvo da modalidade de educa??o especial, consent?neo ao movimento de democratiza??o da educa??o na contemporaneidade.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-17T17:54:20Z No. of bitstreams: 1 2016 - Ana Cl?udia de Souza Ferreira.pdf: 2041801 bytes, checksum: e1c4a4ab36b4729f831af2c9601d8d7e (MD5) / Made available in DSpace on 2017-10-17T17:54:20Z (GMT). No. of bitstreams: 1 2016 - Ana Cl?udia de Souza Ferreira.pdf: 2041801 bytes, checksum: e1c4a4ab36b4729f831af2c9601d8d7e (MD5) Previous issue date: 2016-10-14 / FAPERJ / This work aims to contribute to understanding the history of the Village of S?o Francisco of Itagua? in the nineteenth century. Firstly, it is proposed to discuss and consider supposed process of extinction of Itagua? village which has been defended by the discourse of certain political and intellectual authorities, who argued about the "mixing" and "degradation" of indigenous groups. Also intends to show that this speech intensified the expropriation of indigenous lands and the speech been deconstructing their right to land. Thus, in accordance of that discourse the Indians were treated as if there they did not exist, producing a type discursive of "invisibility" and / or "disappearance". In Itagua?, the settlement went through successive attempts to extinction, while the Indigenous continued resisting and building different ways of staying with their lands, even after Itagua? change to the village in 1818, or of the declaration of extintion of Itagua? Village in 1834. Despite the political and social environment less and less favorable to the Indians, sources such as correspondence, requirements, offices, ordinances, floor plan chorography and population map of the village indicate that, although the village has been declared extinct by local authorities, the Indians recognized their territory as "Village", at the same time they were recognized by other (local) residents as "Indigenous of settlement" in the region. Still in 1860, as were demonstrated in this study, the Indigenous continuous having land in the region and building a sociocultural and political space, which interacted with the local society and made choices, negotiations and resisted the territorial expropriation proceedings. (Lastly), with this study, we seek to deconstruct the idea that the Indians disappeared from the (so-called village?s extinction in the year of 1834) supposed extinction of the village 1834, making them "visible" through research in historical sources still little visited by the history of the Indians, as the baptism records as well as and death inventories. We also searched the parish registers of land. / Este trabalho pretende contribuir para a compreens?o da hist?ria do Aldeia de S?o Francisco de Itagua? no s?culo XIX. Prop?e-se a discutir e problematizar o suposto processo de extin??o da Aldeia de Itagua? defendido pelo discurso de determinadas autoridades pol?ticas e intelectuais, que argumentavam acerca da ?mistura? e ?degrada??o? dos grupos ind?genas. Pretende tamb?m demonstrar que este discurso intensificava a expropria??o das terras ind?genas e desconstru?a o direito deles ?s mesmas. Dessa forma, os ?ndios passaram a ser tratados como se n?o existissem, intensificando um vi?s discursivo da ?invisibilidade? e/ou do ?desaparecimento?. Em Itagua?, o aldeamento passou por sucessivas tentativas de extin??o, ao mesmo tempo que os ?ndios continuaram resistindo e construindo diferentes modos de permanecer com suas terras, mesmo depois da eleva??o de Itagua? ? Vila, em 1818, ou da declara??o de extin??o da Aldeia de Itagua?, em 1834. Apesar do quadro pol?tico e social cada vez menos favor?vel aos ?ndios, fontes como correspond?ncias, requerimentos, of?cios, portarias, planta corogr?fica e mapa populacional da aldeia indicam que, embora o aldeamento tenha sido declarado extinto por autoridades locais, os ?ndios reconheciam seu territ?rio como ?Aldeia?, ao mesmo tempo em que eram reconhecidos por outros moradores como ?ndios aldeados na regi?o. Ainda na d?cada de 1850 e 1860, como demonstramos neste estudo, os ?ndios continuavam possuindo terras na regi?o e construindo um espa?o sociocultural e pol?tico, onde interagiam com a sociedade local e faziam escolhas, negocia??es e resistiam aos processos de expropria??o territorial. Com este estudo, procuramos desconstruir a ideia de que os ?ndios desapareceram, a partir da suposta extin??o do aldeamento de 1834, tornando-os ?vis?veis? por meio da pesquisa em fontes hist?ricas ainda pouco visitadas pela hist?ria dos ?ndios no que se refere ao Rio de Janeiro, como os registros de batismo, de ?bito e invent?rios. Tamb?m pesquisamos os registros paroquiais de terras.