Submitted by Eunice Novais (enovais@uepg.br) on 2017-09-04T23:32:13Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Marivete Souta.pdf: 5632362 bytes, checksum: 5cdd5b785f8ab516106802095bf20e9e (MD5) / Made available in DSpace on 2017-09-04T23:32:13Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Marivete Souta.pdf: 5632362 bytes, checksum: 5cdd5b785f8ab516106802095bf20e9e (MD5) Previous issue date: 2017-05-29 / Esta pesquisa se situa na área dos estudos da Linguagem e investigou como as(os) alunas(os) negras(os) e brancas(os) de um colégio da rede pública estadual do Paraná expressam suas identidades étnico-raciais por meio da produção de relatos autobiográficos. Para tanto, foram elencados os seguintes objetivos: verificar se/quais conflitos de identidade racial aparecem nas produções de alunas(os) negras(os) e brancas(os); identificar o papel da escola e outras instituições e/ou meios na (re)construção da(s) identidade(s) raciais e analisar como uma SD com o gênero relato autobiográfico, com a perspectiva do letramento racial crítico e da educação antirracista pode contribuir para a construção da identidade étnico-racial. Os conceitos de raça na perspectiva sociológica foram retomados, trazendo a concepção de raça como uma construção histórica e cultural, a partir de autores como Gomes (2005, 2012); Guimarães (1999, 2011) e Munanga (1994, 1999, 2005, 2005) dessa área. Discuti branqueamento, branquidade e branquitude, embasada em autores da área da Psicologia como: Bento (2014); Piza (2005, 2014); Cardoso (2008; 2010; 2011; 2014) da área de Ciências Sociais. A concepção de identidade foi baseada em autores como: Hall (2011) e Moita Lopes(2002). Focalizei a construção da identidade de adolescentes e jovens, pois são os sujeitos desta pesquisa. A opção metodológica foi a pesquisa-intervenção, com a perspectiva do letramento racial crítico e a educação antirracista, com aplicação de uma SD, e o relato autobiográfico, que foi instrumento de geração de dados, assim como o diário de bordo. Da área de Linguagens, referenciei-me em autores como: Ferreira (2006, 2009, 2014, 2015) e Moita Lopes (1992, 2002, 2006). As (os) alunas (os) expressaram suas identidades étnico-raciais por emio dos relatos, partindo de recordações de como se deram conta de que eram negras (os) brancas (os). À medida que contaram se tinham pensado alguma vez sobre sua cor de pele, foram trazendo lembranças que as (os) fizeram ter a percepção de sua raça. Pela análise dos dados, foi possível observar alguns conflitos de identidade como o branqueamento e o discurso da hegemonia racial, contradizendo-se com afirmações de que a cor da pele influencia em como foram/são tratados. O papel da escola entre instituições e /ou meios que contribuíram para a construção das identidades foi reafirmada, reiterando a importância da educação para as relações étnico-raciais. Pudemos concluir com esta pesquisa que através de um trabalho na perspectiva do letramento racial crítico e da educação antirracista é possível ressignificar a branquitude, contribuindo assim para a formação de cidadãos críticos que possam construir um mundo menos excludente. / It´s a study of language research and aims to investigate how black and white students of a public school of the state of Paraná express their ethical-racial identities throughout autobiographical reports. In order to achieve this research it was established the following objectives: verify if such ethical-racial conflicts are put in spotlight in their productions; identify the school role and other institutions or means of construction of racial identities and analyze how a following teaching with the gender autobiographic reports with the perspective of the racial critical literacy and anti-racist education can contribute for building up ethical racial identity. The concepts of race in the sociological perspective are resumed and they bring the conception of race as a historical and cultural construction. The scaffolding of this research is based on authors as Gomes (2005, 2012), Guimarães (1999,2001) and Munanga (1994, 1999, 2005, 2005). It is discussed whitening and whiteness based on authors of the area of psychology as Bento (2014), Piza (2005, 2014) and Cardoso (2008, 2010, 2011, 2014) from Social Science area. The conception of identity is based on authors as Hall (2011) and Moita Lopes (2002). The area of languages is referenced by authors as Ferreira (2006, 2009, 2014, 2015) and Moita Lopes (1992, 2002, 2006). The students expressed their ethical-racial identities through reports which they picked up from recordings of how they became aware of their tone of skin. As far as they told if they had thought about their skin color they brought their memories about the perception of their ethnicity or race. Through the analyzed data it was possible to observe some conflicts of identity as whitening and the discourse of racial hegemony contradicting some affirmations that their skin color has influenced as they are/were treated. The school role among institutions and or means that have contributed for building up their identities were reaffirmed, emphasizing the importance of education for ethical racial relationships. We concluded through this research that working in the perspective of racial critical literacy and anti-racist education it is possible to resignify the whiteness as well as contribute to the formation of critical citizens who are able to build a less excluding world.

Made available in DSpace on 2016-04-25T20:22:29Z (GMT). No. of bitstreams: 1 Patricia Fatima Crepaldi Bento da Silva.pdf: 1452903 bytes, checksum: 7bc99178309ff828a83e99b1122f86ad (MD5) Previous issue date: 2008-10-09 / Secretaria da Educação do Estado de São Paulo / The present work has as objective to analyze the occured transformations in brazilian popular music being verified if and of that it forms occurred, the process of exclusion of the black population in this brazilian cultural segment, thus leading, Brazilian music to a whiteness process. We concentrate ourselves in the study of the official and registered history of the Bossa Nova, inside of the period of 1958 the 1968, as well as its disagreements, unfoldings and antagonisms, therefore this is officially the first musical movement to happen in Brazil and from it diverse changes in brazilian popular music had occurred and that they answer to the main questions proposals in this work. In the perspective of music as a social field, according to Pierre Bourdieu, we analyze brazilian popular music from the existing racial conflicts in its half one, using the concept of a market of symbolic goods that legitimize chosen its and that it perpetuates its choices through its instances of reproduction, thus pointing the gotten results that confirm our initial hypothesis / O presente trabalho tem como objetivo analisar as transformações ocorridas na música popular brasileira verificando se e de que forma ocorreu, o processo de exclusão da população negra neste segmento cultural brasileiro, levando assim, a música brasileira a um processo de branqueamento. Concentramo-nos no estudo da história oficial e documentada da Bossa Nova, dentro do período de 1958 a 1968, bem como suas dissidências, desdobramentos e antagonismos, pois este é oficialmente o primeiro movimento musical a acontecer no Brasil e a partir dele ocorreram diversas mudanças na música popular brasileira e que respondem às principais questões propostas neste trabalho. Na perspectiva da música como um campo social, segundo Pierre Bourdieu, analisamos a música popular brasileira a partir dos conflitos raciais existentes em seu meio, utilizando o conceito de um mercado de bens simbólicos que legitima seus escolhidos e que perpetua suas escolhas através de suas instâncias de reprodução, apontando assim os resultados obtidos que confirmam nossa hipótese inicial

Made available in DSpace on 2016-04-26T14:57:18Z (GMT). No. of bitstreams: 1 Patricia Fatima Crepaldi Bento da Silva.pdf: 1452903 bytes, checksum: 7bc99178309ff828a83e99b1122f86ad (MD5) Previous issue date: 2008-10-09 / Secretaria da Educação do Estado de São Paulo / The present work has as objective to analyze the occured transformations in brazilian popular music being verified if and of that it forms occurred, the process of exclusion of the black population in this brazilian cultural segment, thus leading, Brazilian music to a whiteness process. We concentrate ourselves in the study of the official and registered history of the Bossa Nova, inside of the period of 1958 the 1968, as well as its disagreements, unfoldings and antagonisms, therefore this is officially the first musical movement to happen in Brazil and from it diverse changes in brazilian popular music had occurred and that they answer to the main questions proposals in this work. In the perspective of music as a social field, according to Pierre Bourdieu, we analyze brazilian popular music from the existing racial conflicts in its half one, using the concept of a market of symbolic goods that legitimize chosen its and that it perpetuates its choices through its instances of reproduction, thus pointing the gotten results that confirm our initial hypothesis / O presente trabalho tem como objetivo analisar as transformações ocorridas na música popular brasileira verificando se e de que forma ocorreu, o processo de exclusão da população negra neste segmento cultural brasileiro, levando assim, a música brasileira a um processo de branqueamento. Concentramo-nos no estudo da história oficial e documentada da Bossa Nova, dentro do período de 1958 a 1968, bem como suas dissidências, desdobramentos e antagonismos, pois este é oficialmente o primeiro movimento musical a acontecer no Brasil e a partir dele ocorreram diversas mudanças na música popular brasileira e que respondem às principais questões propostas neste trabalho. Na perspectiva da música como um campo social, segundo Pierre Bourdieu, analisamos a música popular brasileira a partir dos conflitos raciais existentes em seu meio, utilizando o conceito de um mercado de bens simbólicos que legitima seus escolhidos e que perpetua suas escolhas através de suas instâncias de reprodução, apontando assim os resultados obtidos que confirmam nossa hipótese inicial

Tal escrita versa sobre relações raciais e as representações a elas atreladas. Atém-se aos ideais de branquitude e negritude construídos ao longo da história dos Estados Unidos da América, enfocando o debate nas representações construídas pelos livros religiosos de um movimento nacionalista preto chamado Nação do Islã, cujo autor é seu ministro Elijah Muhammad. Uma análise desses escritos cotejados com as ideias de outros movimentos e pensadores negros (Malcolm X, Martin Luther King Jr., Marcus Garvey, Booker T. Washington, W.E.B. Du Bois, etc.), assim como com a noção de branquitude – paradigma ontológico da constituição nacional estadunidense –, almejam pensar a identidade e o lugar de fala a partir da influência de marcadores sociais da diferença como raça e religião principalmente. O discurso da Nação do Islã é visto, por fim, como antidialógico, pois prega a morte de seu interlocutor, o que acabou realmente ocorrendo. / This text is about racial relations and their representations. It concentrates on whiteness and blackness ideals developed during the United States of America history, debating about representations constructed by the religious books of a black nationalism movement named Nation of Islam, whose author is its honorable minister Elijah Muhammad. An analysis of the contents of these books compared with others black movements and intellectuals ideas (Malcolm X, Martin Luther King Jr., Marcus Garvey, Booker T. Washington, W.E.B. Du Bois, etc.), along with the notion of whiteness – ontological paradigm for the national constitution of United States –, seeks to think on identity and speech place considering the influence of social markers of difference such as race and religion mainly. At last, Nation of Islam discourse is considered antidialogical because it preaches the death of its interlocutor, what really happened.

abstract: This dissertation investigates the origins of dual enrollment (DE) writing courses that give students the opportunity to receive college credit for writing in high school. While no previous research dates DE programs to before the 1970s, this dissertation analyzes the development of the self-proclaimed “longest-running” DE program that began at the University of Connecticut in 1955. In this work, I contend that the University of Connecticut’s DE program began as a complacent act that further advanced already privileged (white affluent) students and further marginalized students of color, which extends marginalizing aspects of the origins of the first-year writing requirement. I first establish the historical, social, and political context for the development of DE programs at the University of Connecticut with an overview Brown v. Board of Education, whites’ resistance to integration, and the white complacency of citizens in Connecticut in the 1950s. Using whiteness theory and feminist research methods, archival research conducted at the University of Connecticut focused on the development of DE programs shows an institutional absent presence, that is, there is an absence of reference to Brown, integration, or race of students where it concerns the construction, inception, and operation of the first DE writing courses. And finally, an attempt at a disparate impact analysis of current assessment practices that determine enrollment in DE writing courses highlights access and assessment as a connection between the history and the present state of DE programs and DE composition courses. With the inclusion of DE composition, my dissertation project fills at least some of the identified gap in historical research in Rhetoric and Composition Studies during the 1950s and extends arguments of how white complacency has and continues to influence the field and first-year writing. / Dissertation/Thesis / Doctoral Dissertation English 2018

This thesis aims to examine secondary school teachers understanding concerning the terms race and whiteness, and how perceptions of the terms interrelates with the democratic values and duties assigned to the teachers of the Swedish educational system. Semi-structured qualitative research interviews were used to gather data and critical discourse analysis to process it. Results show that the terms race and whiteness respectively are intertwined with historical context, adding dimensions of utility and shortcomings when used. These dimensions are taking into consideration among the interviewed teachers and reflected upon. The thesis concludes that although the terms have given functions to explaining racism and structural injustice, consideration has to be made in respect to the Swedish historical context when used.

This thesis is about modelling and predicting the perceived whiteness of plain paper from the paper composition, including fluorescent whitening agents. This involves psychophysical modelling of perceived whiteness from measurable light reflectance properties, and physical modelling of light scattering and fluorescence from the paper composition. Existing models are first tested and improvements are suggested and evaluated. A colour appearance model including simultaneous contrast effects (CIECAM02-m2), earlier tested on coloured surfaces, is successfully applied to perceived whiteness. An extension of the Kubelka-Munk light scattering model including fluorescence for turbid media of finite thickness is successfully tested for the first time on real papers. It is extended to layered constructions with different layer optical properties and modified to enable parameter estimation with conventional d/0° spectrophotometers used in the paper industry. Lateral light scattering is studied to enable simulating the spatially resolved radiance factor from layered constructions, and angle-resolved radiance factor simulations are performed to study angular variation of whiteness. It is shown that the linear CIE whiteness equation fails to predict the perceived whiteness of highly white papers with distinct bluish tint. This equation is applicable only in a defined region of the colour space, a condition that is shown to be not fulfilled by many commercial office papers, although they appear white to most observers. The proposed non-linear whiteness equations give to these papers a whiteness value that correlates with their perceived whiteness, while application of the CIE whiteness equation outside its region of validity overestimates perceived whiteness. It is shown that the fluorescence efficiency of FWA is essentially dependent only on the ability of the FWA to absorb light in its absorption band. Increased FWA concentration leads accordingly to increased whiteness. However, since FWA absorbs light in the violet-blue region of the electromagnetic spectrum, the reflectance factor decreases in that region with increasing FWA amount. This violet-blue absorption tends to give a greener shade to the paper and explains most of the observed greening and whiteness saturation at larger FWA concentrations. A red-ward shift of the quantum efficiency is observed with increasing FWA concentration, but this is shown to have a negligible effect on the whiteness value. The results are directly applicable to industrial applications for better instrumental measurement of whiteness and thereby optimising the use of FWA with the goal to improve the perceived whiteness. / PaperOpt

This thesis is about modelling and predicting the perceived whiteness of plain paper from the paper composition, including fluorescent whitening agents. This includes psycho-physical modelling of perceived whiteness from measurable light reflectance properties, and physical modelling of light scattering and fluorescence from the paper composition. Existing models are first tested and improvements are suggested and evaluated. The standardised and widely used CIE whiteness equation is first tested on commercial office papers with visual evaluations by different panels of observers, and improved models are validated. Simultaneous contrast effects, known to affect the appearance of coloured surfaces depending on the surrounding colour, are shown to significantly affect the perceived whiteness. A colour appearance model including simultaneous contrast effects  (CIECAM02-m2), earlier tested on coloured surfaces, is successfully applied to perceived whiteness. A recently proposed extension of the Kubelka-Munk light scattering model including fluorescence for turbid media of finite thickness is successfully tested for the first time on real papers. It is shown that the linear CIE whiteness equation fails to predict the perceived whiteness of highly white papers with distinct bluish tint. This equation is applicable only in a defined region of the colour space, a condition that is shown to be not fulfilled by many commercial office papers, although they appear white to most observers. The proposed non-linear whiteness equations give to these papers a whiteness value that correlates with their perceived whiteness, while application of the CIE whiteness equation outside its region of validity overestimates perceived whiteness. It is shown that the quantum efficiency of two different fluorescent whitening agents (FWA) in plain paper is rather constant with FWA type, FWA concentration, filler content, and fibre type. Hence, the fluorescence efficiency is essentially dependent only on the ability of the FWA to absorb light in its absorption band.  Increased FWA concentration leads accordingly to increased whiteness. However, since FWA absorbs light in the violet-blue region of the electromagnetic spectrum, the reflectance factor decreases in that region with increasing FWA amount. This violet-blue absorption tends to give a greener shade to the paper and explains most of the observed greening and whiteness saturation at larger FWA concentrations. A red-ward shift of the quantum efficiency is observed with increasing FWA concentration, but this is shown to have a negligible effect on the whiteness value. The results are directly applicable to industrial applications for better instrumental measurement of whiteness and thereby optimising the use of FWA with the goal to improve the perceived whiteness. In addition, a modular Monte Carlo simulation tool, Open PaperOpt, is developed to allow future spatial- and angle-resolved particle level light scattering simulation. / PaperOpt

Teachers play a pivotal role in the production of discourse on race relations in education, yet few studies have researched the impact of white teacher identity construction as a variable in the creation and maintenance of racial ideologies, particularly here in Canada. The majority of the current research done on racism in schools has produced data that points to the widespread denial of racism by the majority of white teachers and students, while parents, teachers and students of color acknowledge the pervasive role racism plays in their educational and social lives. While the focus on institutional and systemic racism is important, it sometimes denies the role individuals play in the reproduction of racism and in our ability to make change. For these reasons, it is critical to consider the identity constructions of white teachers, as these constructions will influence how we interpret and respond to existing racial inequalities in education. <p>This research will draw from poststructural theories of discourse analysis in order to analyze how white teacher identity constructions of innocence are reproduced in an education system where racial inequalities are pervasive and systemic. Discourse analysis and deconstruction are important in understanding the way our subjectivity as white teachers continues to be produced and maintained.<p>This study takes place in the Prairie region, where Aboriginal people have been produced as the racial Other historically. Using an open-ended questionnaire, in-service, and focus group method, this research study invites educators to narrate their own perceptions of racism in schools. The collection and analysis of this data begins to address the theoretical gap in academic knowledge on teacher perceptions of racism in education.

Teachers play a pivotal role in the production of discourse on race relations in education, yet few studies have researched the impact of white teacher identity construction as a variable in the creation and maintenance of racial ideologies, particularly here in Canada. The majority of the current research done on racism in schools has produced data that points to the widespread denial of racism by the majority of white teachers and students, while parents, teachers and students of color acknowledge the pervasive role racism plays in their educational and social lives. While the focus on institutional and systemic racism is important, it sometimes denies the role individuals play in the reproduction of racism and in our ability to make change. For these reasons, it is critical to consider the identity constructions of white teachers, as these constructions will influence how we interpret and respond to existing racial inequalities in education. <p>This research will draw from poststructural theories of discourse analysis in order to analyze how white teacher identity constructions of innocence are reproduced in an education system where racial inequalities are pervasive and systemic. Discourse analysis and deconstruction are important in understanding the way our subjectivity as white teachers continues to be produced and maintained.<p>This study takes place in the Prairie region, where Aboriginal people have been produced as the racial Other historically. Using an open-ended questionnaire, in-service, and focus group method, this research study invites educators to narrate their own perceptions of racism in schools. The collection and analysis of this data begins to address the theoretical gap in academic knowledge on teacher perceptions of racism in education.