Made available in DSpace on 2016-03-15T19:43:04Z (GMT). No. of bitstreams: 1 Magda Alves.pdf: 987000 bytes, checksum: 3bc89211059be6dd4a262e7dcdc7803e (MD5) Previous issue date: 2015-08-07 / The Bolivian immigration to Brazil is a functionalist paradigm that takes place through the assumption that society has a concrete scenario of the Bolivian stereotype enslaved by the textile industry. What few studies bother worrying is that this Bolivian is not inserted in Brazil only as a single subject, but as an individual who brings along, in most cases, his or her family, and therefore begins to interact socially and culturally with all the Brazilian system. Within this scenario, this study aims to analyze the speech of Bolivian students from public schools in the east of São Paulo, understand their feelings and multiculturalism expressions for being in a land so distant from their own. It also aims to analyze the context in which these students are really inserted, observing the treatment dispensed by colleagues in the school context, like it is said by Gadotti (2000) and Freire (1997) the school is a way to demystify any existing prejudice in the community and insert the individual socially and culturally into the society, due to the fact that the school institution is the first place where the inclusion or exclusion can happen and prejudice takes place, but at the same time, it can be banished. With this study we concluded that, despite most of the interviewed students follow on their parents patterns as workers of the textile industry, some of them feel like Brazilians for having been lived most of their lives in the country, and don t feel big differences among their colleagues treatment, trying to insert themselves in the Brazilian context, in a certain way, denying their roots. While others, due to family conflicts and difficulties faced not only in their original country, but so as in their current country, have huge adaptation difficulties and problems to relate with the context, so they don t feel like Brazilian nor Bolivian. Despite these problems, teachers that were supposed to have a part as inclusive educators, end up not helping these students because of their own frustrations within the educational area. We have also observed that, when it comes to the city of São Paulo, all the interviewed students see the city as a well of opportunities in comparison with their country of origin, pointing out the leisure and the shopping activities the city offers, not so possible in Bolivia. / A imigração de Bolivianos para o Brasil é um paradigma funcionalista que se dá através da pressuposição de que a sociedade tem um cenário concreto do estereótipo Boliviano escravizado pela indústria têxtil. O que poucos estudos se preocuparam em abordar, é que esse boliviano não se introduz no Brasil apenas como sujeito único, mas como indivíduo que traz consigo na grande maioria das vezes sua família, e, portanto, começa a interagir social e culturalmente com todo o sistema brasileiro. Dentro deste cenário, este estudo buscou no discurso de alunos bolivianos de escolas públicas da zona leste de São Paulo, compreender seus sentimentos, e manifestações de multiculturalismo por estarem dentro de uma terra tão distante da sua. Buscou-se ainda, observar o contexto que, de fato, esses estudantes estavam inseridos, observando o tratamento dispensado pelos colegas no contexto escolar, uma vez que a escola, segundo Gadotti (2000) e Freire (1997) é um meio de desmistificar qualquer preconceito existente na comunidade e inserir o indivíduo à socialização e à cultura, visto que a instituição escolar é o primeiro espaço de inclusão ou exclusão, onde a disseminação do preconceito é produzida, mas que ao mesmo tempo, pode ser abolida. Concluiu-se, a partir desta pesquisa, que apesar da maioria dos entrevistados seguirem os padrões de pais e mães trabalhadores da indústria têxtil, alguns se sentem brasileiros por terem vivido a maior parte de suas vidas no país, e não sentem grandes diferenciações no tratamento de seus colegas, procurando incluir-se no contexto e de certa forma renegando suas raízes, enquanto que outros, devido aos conflitos familiares e dificuldades enfrentadas tanto em seu país de origem como em seu país atual possuem grande dificuldade de adaptação e relacionamentos não se sentindo brasileiros, nem bolivianos, não obstante, professores que deveriam ter como papel o de educador inclusivo, acabam por não auxiliar estes alunos devido as suas próprias frustrações com a área em que se encontram. Observou-se, também que, com relação à cidade de São Paulo, todos os alunos entrevistados veem a cidade como um poço de oportunidades em comparação com seu país de origem salientando a parte de lazer e compras, atividades não tão possíveis na Bolívia.

Made available in DSpace on 2016-03-15T19:43:06Z (GMT). No. of bitstreams: 1 Joao Jacinto Amaral de Jesus.pdf: 1472037 bytes, checksum: dddba4708f1f47250aa81035b25cc295 (MD5) Previous issue date: 2007-09-10 / Halloween is a foreign cultural manifestation that is taking place in Brazil, mainly in schools and in business. Initially introduced by English schools and little by little it is popularizing itself in the country. Today, not only the schools commemorate the date. The commemorations are carnivalization and for carnivalization we understand as a deviation of the cultural manifestation on the cultural fact, accordingly to the concept theorized by Bakhtin. Another important concept for this research is the multiculturalism and its relation with education. The goal of this paper is to analyze these concepts and its applicability to the reality manifested in a school atmosphere. The research makes use of this problem and sees how this carnivalization of the commemorations occurs according to the teachers' and students perceptions in a community typically paulistana and presents the hypothesis that these celebrations start with elements peculiar to the national culture and with the process of carnivalization of other cultures. For that reason we deal with carnivalization and multiculturalism concepts related with the education specifically in schools with a juvenile public. / O Halloween é uma manifestação cultural estrangeira que vem tomando seu espaço no Brasil, principalmente nas escolas e no comércio. Inicialmente introduzida pelas escolas de inglês, vai se popularizando no país. Hoje, não só as escolas comemoram a data. As comemorações são carnavalizadas e por carnavalização se entende um desvio da manifestação cultural sobre o fato cultural, conforme o conceito teorizado por Bakhtin. Outro conceito importante para esta pesquisa é o multiculturalismo e suas relações com a educação. O objetivo desta dissertação é analisar estes conceitos e sua aplicabilidade à realidade manifestada num ambiente escolar. A pesquisa problematiza como se efetua esta carnavalização das comemorações segundo as percepções dos docentes e alunos de uma comunidade escolar tipicamente paulistana e apresenta a hipótese de que estas celebrações se dão a partir de elementos próprios da cultura nacional e com o processo de carnavalização das outras culturas. Para tanto, aborda os conceitos de carnavalização e ainda de multiculturalismo relacionados com a educação, especificamente, em escolas com o público infanto-juvenil.

Made available in DSpace on 2016-03-15T19:44:28Z (GMT). No. of bitstreams: 1 Elias Justino Bartolomeu Binja.pdf: 1523033 bytes, checksum: a957edae6bd062a9cc5ce5a260bc70e6 (MD5) Previous issue date: 2014-06-06 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Founded on the theme The Impossibility of Human Experience in Contemporary Social Determinations , this study aims at analyzing the relationship between Multiculturalism and Ideology, focusing the issue of the concept of Recognition in Charles Taylor s theory about identity formation. While exploring the concept of ideology, our intention is to analyze and evaluate its ontological usage in interpersonal relations in the dynamics of multicultural practice. This research aims therefore to grasp and clarify the impossibility of interpersonal experiences, the latter being understood as intersubjective acquaintanceship either inside different groups of a same society or in intercultural relations among societies with different traditions. On the other hand, it is not our intention that this research be limited to a frame of skepticism regarding social and cultural life of contemporary societies. Thus, this is the reason why our study has as its final purpose the development of concepts which may lead to the building up of a valorative vocabulary that allows us to overcome this hypothetical impossibility of genuine social acquaintanceship and intimacy. Our theoretical background is related to the investigation of such possible forms of social partnership and intimacy, forms which have been created by multiculturalism and which give way to a kind of opening space that might clarify the type of speech produced in our times. We also search to provide a conceptual basis that allows us to create new modes of being intersubjective human beings. / Orientada pela temática A Impossibilidade da Experiência Humana nas Determinações Sociais Contemporâneas , a presente pesquisa se dispõe a analisar a relação entre o Multiculturalismo e a Ideologia, enfocando a problemática do conceito de reconhecimento a partir da teoria de Charles Taylor sobre a formação da identidade. Ao explicitar o conceito de ideologia, a nossa pretensão é analisar e avaliar o seu estatuto ontológico nas relações inter-humanas na dinâmica das práticas multiculturais. Deste modo, a nossa pesquisa procura apreender e esclarecer a impossibilidade das experiências interpessoais compreendidas como convivências intersubjetivas seja no interior dos diversos grupos que compõem uma mesma sociedade seja nas relações interculturais entre sociedades com diferentes tradições. Por outro lado, não pretendemos que a nossa pesquisa se limite a permanecer em uma forma de ceticismo em relação à vida sociocultural das sociedades contemporâneas. Eis o motivo de a nossa pesquisa ter como finalidade desenvolver conceitos que possibilitem desenvolver um vocabulário valorativo que permita superar essa suposta impossibilidade de convivência autêntica. A nossa questão de fundo teórico está na investigação dessas formas possíveis de convivência, oriundas do multiculturalismo, que permitem uma espécie de abertura para esclarecer o tipo de linguagem produzido em nossa era. Buscamos construir uma base conceitual que possibilite a elaboração de novos modos de ser intersubjetivos.

Esta pesquisa argumentativo-narrativa propõe-se a investigar a construção do multiculturalismo como conceito no Brasil, especialmente no contexto das propostas de diversidade, como tema contido nas propostas de currículo nacional (Parâmetros Curriculares Nacionais), no contexto do ensino de Língua Estrangeira. O ensino de línguas no Brasil é permeado por uma pedagogia tecnicista, em que o conceito de diversidade é vinculado à multiplicidade de experiências culturais, dissociado do conflito cultural, garantidor de tolerância e consenso. A Pedagogia Crítica, ao propor uma abordagem dialética de cultura, como fenômeno social em processo, e a educação/o currículo como uma forma de política cultural, possibilita uma crítica do currículo, da escola, e das propostas educacionais brasileiras, e reconhece tais espaços como interceptados por interesses particulares, posições macropolíticas específicas e narrativas mestras identificadas com um discurso neoliberal, que formatam nossas subjetividades e as práticas culturais que nos governam. Esta pesquisa, defendendo uma abordagem multicultural crítica, investiga um conceito de diversidade que reconheça o poder da diferença, que questione e desafie as estruturas de poder dominantes, que mascaram a desigualdade. Em especial esta pesquisa examina propostas alternativas de hibridização cultural no currículo, sob a perspectiva de uma pedagogia reflexiva, crítica e transformadora. / This argumentative-narrative research investigates the multicultural construction in Brazil, especially the diversity proposal contained in the Parâmetros Curiculares Nacionais, in the context of Foreign Language teaching. Language teaching in Brazil is also permeated by a technicist pedagogy, in which the concept of diversity is connected to the multiplicity of cultural experiences, dissociated of the cultural conflict that guarantees tolerance and consensus. The Critical Pedagogy, when proposing a dialectic approach of culture, as a social phenomenon in process, and considering education/curriculum as a form of cultural politics, enables a criticism of the curriculum, of school, and of the Brazilian educational proposals that recognizes such spaces as intercepted. They are intercepted by particular interests, specific macropolitical positions, master narratives identified with a neoliberal discourse, which format our subjectivities and the cultural practices that guide us. This research, in defending a critical multicultural approach, investigates a diversity conception that recognizes the power of difference, which interrogate and challenge the domain structures and power relations that disguise inequality. Especially, this research examines alternative proposals of cultural hibridity in the curriculum, from the perspective of a reflexive, critical and transformative pedagogy.

O principal objetivo desta pesquisa será apresentar a evolução histórica das seleções multiculturais da União Europeia (UE) nas disputas da Copa do Mundo, principalmente no período entre 1990 e 2014, e compreender como fatores sociais e imigratórios influenciaram no crescimento destes selecionados, mostrando que a evolução de atletas com essas características não foi algo surpreendente, e sim reflexo das mudanças pelas quais passaram os países europeus e das conquistas sociais alcançadas por minorias nesse período. A utilização de futebolistas de origem estrangeira pelos selecionados europeus acontece desde a primeira edição dos Mundiais, porém, a partir da década de 1990, vem registrando-se um aumento de jogadores deste perfil. Estas equipes já estão difundidas no cenário futebolístico e a tendência é que cresçam cada vez mais, visto que as atuais seleções são um espelho da sociedade multicultural da UE. Os selecionados também ajudam a buscar uma maior compreensão sobre estas novas identidades nacionais vigentes, que são reflexos das transformações étnicas, culturais e migratórias pelas quais a Europa vem passando desde o século XX. Mesmo sendo razoavelmente internacionalizado, o futebol europeu ainda registra casos de intolerância e preconceitos devido ao choque entre as tradicionais e as novas identidades. O futebol, sendo uma das principais atividades da cultura popular, pode contribuir para entender melhor como este multiculturalismo se reflete nas identidades no contexto da União Europeia, bloco que completou 60 anos em 2017 / The main objective of this research will be to present the historical evolution of the European Union\'s multicultural teams in the World Cup, mainly between 1990 and 2014, and to understand how social and immigrant factors influenced the growth of these teams, showing that the evolution of athletes with these characteristics was not be surprising, but a reflection of the changes that European countries passed and the social achievements of minorities in that period. The use of foreign football players by the European national teams happens since the first edition of the World Cup, however, from the decade of 1990 has been registering an increase of players in this profile. These teams are already widespread on the football scene and the tendency is for them is to grow even more as the current teams are a mirror of the EU\'s multicultural society. Those national teams also help to try understanding of these new national identities, which are reflective of the ethnic, cultural and migratory transformations that Europe has been experiencing since the 20th century. Although reasonably globalized, European football still has intolerance cases and prejudice due to the clash between traditional and new identities. Football, being one of the main activities in a popular culture, can help to better understand how this multiculturalism is reflected in identities in the context of the European Union, a trade bloc that turned 60 years in 2017

Made available in DSpace on 2017-07-10T16:17:10Z (GMT). No. of bitstreams: 1 Vanice.pdf: 842357 bytes, checksum: 2953ea50216d9aa3851568c3c9e3f808 (MD5) Previous issue date: 2009-02-19 / This paper presents the results of a research which goal was understand the multifunctional character of National Curriculum Guides for Fundamental Teaching of 1998 DCNs/98. Those Guidelines are done by Câmara de Educação Básica do Conselho Nacional de Educação- a state organization- and its goal is define laws and principals and its purpose is to define laws and principals for the draw up of curriculums of public institutions that work with the fundamental teaching in Brazil.. The DCNs/98, which are educational policies, are part of a bigger group of social policies defined by the State, base don the contradictions of civil society. Therefore, they are the result of those contradictions. Moreover, to understand the nature and role of the State is compulsory to understand the goings of a social policy, once the State plays the central role in keeping the capitalist society. In this context of global capitalism, the State has its role defined by neoliberal policies came from countries of central capitalism. This new configuration of the State take it away of the productive sector just to regulate the economic relationships. Therefore, public expenses are also alternated with the social policies expenses; those are still functional to the State, once they help it to build the common sense around a certain kind of society. The State actions, like the social politics are influenced by the ideology that is built in the result of the rearticulating of capitalism, it s about post modern ideology. This ideology influences all the section of the social life, particularly in the educational field. The multiculturalism is one of the expressions of post modern ideology in education, which preach with regard the cultural diversity as a way to hold the society conflicts caused by the different cultures, as racial and cultural prejudices. The presence of multiculturalism in the DCNs/98 deals with the necessities of the State in the contemporary economic context, in a moderate form, it also deals with contradictory the social movements which fight for workers real gains. From the consulted references, it defends that the multiculturalism contribute with the conservation of the capitalism society, because it promotes the fragmentation of the work class. In this way, the presence of multiculturalism in the DCNs/98 marks its conservative character. / Esta dissertação apresenta o resultado da pesquisa que teve o objetivo de desvelar o caráter multicultural das Diretrizes Curriculares Nacionais para o Ensino Fundamental de 1998 DCNs/98. Essas diretrizes são formuladas pela Câmara de Educação Básica do Conselho Nacional de Educação e tem o objetivo de definir normas, princípios e regulamentações para a elaboração dos currículos das instituições de ensino fundamental do Brasil. As DCNs/98, que se constituem como política educacional, fazem parte de um conjunto maior de políticas sociais definidas pelo Estado, conjunto este que está fincado nas contradições da sociedade civil o que torna tais políticas resultado da própria contradição. Dessa forma, compreender a natureza e a função do Estado de classe torna-se fundamental para compreender o direcionamento de uma política social, pois o Estado exerce função central na manutenção da sociedade capitalista. Nesse contexto de mundialização do capitalismo, o Estado tem seu papel redefinido por políticas neoliberais oriundas de países de capitalismo central. Essa nova configuração do Estado retira-o do setor produtivo para que apenas regule as relações econômicas. Assim, alteram-se também os gastos com o setor público e com as políticas sociais; estas continuam sendo funcionais ao Estado, na medida em que auxiliam no processo de construção do consenso em torno de um determinado tipo de sociedade. As ações do Estado, como as políticas sociais, são influenciadas pela ideologia que se constrói em decorrência da rearticulação do capitalismo, trata-se da ideologia pós-moderna. Esta ideologia influencia todos os setores da vida social, particularmente no campo educacional. O multiculturalismo é uma das expressões da ideologia pós-moderna na educação, que preconiza o respeito à diversidade cultural como forma de conter os conflitos sociais decorrentes das diferentes culturas, bem como do preconceito racial e cultural. A presença do multiculturalismo nas DCNs/98 atende as necessidades do Estado no contexto econômico contemporâneo, de forma mediada, como também atende contraditoriamente aos movimentos sociais que lutam por ganhos reais para trabalhadores. A partir das referências consultadas, defende-se que o multiculturalismo colabora para a conservação da sociedade capitalista, pois promove a fragmentação da classe trabalhadora. Nesse sentido, a presença do multiculturalismo nas DCNs/98 demarca o seu caráter conservador.

[pt] A narrativa contemporânea lida, necessariamente, com temas da globalização e da migração situados em um mundo pautado pela desconexão e falta de sentidos. Neste contexto, considerando a função constitutiva da sociedade que cabe à literatura, esta tese aborda o enfoque que tais narrativas conferem ao migrante na chamada cena pós-moderna, diferenciando o intelectual e o trabalhador braçal. Para tanto, são levadas em conta as particularidades que marcam a situação do migrante intelectual e que facilitam a sua integração em sociedades marcadas pelo multiculturalismo, assim como também o universo do migrante trabalhador braçal, às voltas com certa invisibilidade e uma dificuldade em alcançar a condição de homem traduzido. Para o desenvolvimento temático, a tese expõe pontos de reflexão sobre o papel do intelectual, e também sobre a crise de identidade do homem contemporâneo, na busca por espaços híbridos, abordando, ainda, os aspectos envolventes do mundo do trabalho no capitalismo pós-industrial, propondo um debate teórico multidisciplinar, incluindo questões da história e do direito, além da própria literatura, especificamente certas narrativas e certas personagens da ficção contemporânea. / [en] The contemporary narrative deals necessarily with themes of lobalization and migration set in a world ruled by disconnection and lack of meaning. In this context, considering the constitutive function of society that belongs to the literature, this thesis deals with the approach that such narratives give the migrants called the postmodern scene, distinguishing intellectual and manual laborer. To do so, are taken into account the peculiarities which mark the situation of the migrant intellectual and facilitate their integration in societies marked by multiculturalism, as well as the universe of the migrant laborer, struggling with a certain invisibility and difficulty in achieving the condition translated man. For the thematic development, the thesis presents points of reflection on the role of the intellectual, and also about the identity crisis of contemporary man, in search of hybrid spaces, covering also aspects surrounding the world of work in post-industrial capitalism proposing a multidisciplinary theoretical debate, including questions of history and law, and literature itself, specifically certain stories and certain characters of contemporary fiction.

This qualitative study addresses teacher perceptions of indigenous peoples representation in United States history. This phenomenological study was conducted within a school district in East Tennessee. For the purpose of this study, teacher perceptions of indigenous representations in history were defined as teacher beliefs towards the inclusion and representation of indigenous peoples in United States history. To gather data, both one-on-one and focus group interviews were conducted from a purposeful sample of United States history teachers from the high schools in the school district. Through an analysis of data derived from interviews and qualitative documents the researcher was able to identify themes such as systemic challenges to multiculturalism within state course standards and textbooks, teachers’ perceived self-efficacy in teaching their students using indigenous perspectives, and the perpetuation of indigenous stereotypes. Furthermore, the qualitative data derived from the study reveals that U.S. history courses in the district perpetuate both the notion of indigenous peoples as historical bystanders and the racial stereotypes of Native Americans. Findings from this study will be useful in evaluating both teacher training and instructional practice in regard to indigenous representations in history.

The purpose of this content analysis was to analyze the past 25 years of research in two major social work journals, Social Work and Research on Social Work Practice, to provide a status update on the amount of ethnic-focused research being published within the discipline. This analysis examined trends in ethnic-focused publications, the change across time in percent of focused articles, the top topics studied, per ethnic group, the top funded topics, most and least involved funding agencies, geographical groupings of focused samples, the setting of the samples, measures used, and the percentage of samples based in a clinical versus non-clinical setting. Results showed there has been continued growth and improvement in quality and quantity of minority-focused research in both journals, although there is still room for growth within the discipline towards increased multicultural competence. While the majority of focused research studied African American and Latinos, little attention was given to Asian and Native American populations. Furthermore, while almost twice as many focused articles were funded, compared to non-focused articles, the types of topics being funded are still not as representative of the needs of ethnic minority populations as they could be. While the increase in ethnic focused research over the past 25 years is promising, additional focus within the field is warranted. Suggestions are given to improve the quality and quantity of ethnic-focused research over time.

L’arrivée au pouvoir du New Labour, en 1997, laissait présager un changement radical d’orientation à bien des égards. La gestion de la diversité religieuse et culturelle, en raison de l’attachement profond de Tony Blair au multiculturalisme, était certainement l’un des domaines sur lesquels celui-ci était le plus attendu. Notre recherche s’intéresse à cet aspect de sa gouvernance en se concentrant plus particulièrement sur le système éducatif anglais, et sur la façon dont ont été gérées les pratiques culturelles et religieuses des élèves musulmans, hindous, sikhs, juifs et chrétiens. Nous étudions l’apport du New Labour en considérant la situation dont il hérita – fruit de la spécificité du système éducatif britannique, de sa rencontre avec l’islam, le judaïsme, l’hindouisme et le sikhisme, et de la marginalisation des membres affiliés à ces religions par le gouvernement de Margaret Thatcher. Nous soulignons plus particulièrement les contradictions et les paradoxes de la gouvernance de Tony Blair. Si l’intégration des élèves non chrétiens fut au cœur de son discours politique et programmatique, elle demeura néanmoins essentiellement emblématique. Le système éducatif se trouva au centre de politiques intégrationnistes, qui le firent évoluer, et firent évoluer le modèle multiculturaliste britannique, dans une direction opposée à celle que l’on attendait. Au lieu d’obtenir des aménagements plus conséquents autour de leurs pratiques culturelles et religieuses, les élèves non chrétiens furent contraints à une adaptation croissante qui entraîna une détérioration de leur situation sur un certain nombre de points. / The election of New Labour, in 1997, suggested a radical change in many areas. The management of religious and cultural diversity, due to Tony Blair’s profound attachment to multiculturalism, was certainly a field in which expectations were particularly high. Our research deals with this aspect of his governance focusing on the English educational system, and on the management of cultural and religious practices, as far as Muslim, Hindu, Sikh, Jewish and Christian pupils are concerned. We study New Labour’s contribution, considering the situation they inherited, a consequence of the specificity of the British educational system, of its encounter with Islam, Judaism, Hinduism, and Sikhism, and of the marginalisation of these religions cultural and religious practices by Margaret Thatcher’s government. We emphasize more particularly the contradictions and paradoxes of Tony Blair’s government policies. The integration of non-Christian pupils was indeed at the heart of their political and programmatic discourses. It remained however mainly emblematic. The educational system found itself at the centre of integrationist policies, which caused it to evolve, as well as British multiculturalism, in an unexpected way. Instead of getting a more favourable answer to the claims surrounding their cultural and religious practices, non-Christian pupils were increasingly compelled to adapt, causing their situation to worsen on a certain number of aspects.