Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-13T15:06:30Z No. of bitstreams: 1 MACHADO_Elaine_2016.pdf: 11426332 bytes, checksum: bf19f404b1d624c3ef4d6b4a41db7533 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-13T15:06:40Z (GMT) No. of bitstreams: 1 MACHADO_Elaine_2016.pdf: 11426332 bytes, checksum: bf19f404b1d624c3ef4d6b4a41db7533 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-13T15:06:48Z (GMT) No. of bitstreams: 1 MACHADO_Elaine_2016.pdf: 11426332 bytes, checksum: bf19f404b1d624c3ef4d6b4a41db7533 (MD5) / Made available in DSpace on 2017-01-13T15:06:57Z (GMT). No. of bitstreams: 1 MACHADO_Elaine_2016.pdf: 11426332 bytes, checksum: bf19f404b1d624c3ef4d6b4a41db7533 (MD5) Previous issue date: 2016-02-22 / Não recebi financiamento / This dissertation presents the route of a reasearch performed in two elementary municipal schools in a town near Sorocaba (SP). Here we use the african traditional culture Dagara and the ubuntu philosophy to recreate ancestor experiences of care and enable the enlargement of the notion of humanity developed in the ocidental contemporary education. We understand that taking care is to establish relationships and, as from the civilizing values of african societies, we aim to take care communaly, with nature and spirituality. By the cartography method, we could experience the community caring which aims to interrupt medicalization and pathologization of life, as educators somehow affected compose each child's community. Once in community, we can see the invisible dimmension of care, we admit another way to live time and aim to desconstruct any excludent devices. The care for nature happened in the school's gardening project, where the teenagers could, through their enchantment, experience communion with nature. Knowing experience with nature, drawing attention to details and imagine themselves in a pleasant situation with nature led to enchantment. Care for spirituality was due to the experience of transcendence for appreciation of ancestors. We have reconnected the teenagers to their histories, costumes and knowledge, so the workin the field was valorized and respected in the school's gardening project, as an ancestry element. At a meeting with school inspectors the transcencence experience has contributed to compose their practices' ancestry. While experiencing care in an afro-focused perspective, I have been moving on my blackening process. I have diven in the african culture, in the black culture, to make ancestry my existance's meaning. I have participated in lectures, shows and several cultural workshops so blackness could inhabit my my mode of existence and understanding the world; it has been our way to reverse the whitening phenomenon because of which black people still feel the consequences. In this dissertation we describe how care happens in the traditional african cultures perspective and leaving spoors so it can be que ele possa tried in other contexts, allthough we need to tell that these have been inspiring experiences, but they have not changed those schools, neither education in that town, country, or ocident. Exist in these experiences the bias of provisoriety, the circumstancethat only political fight can confirm and establish. A fight for a humanized education, non-hegemonic and that considers the human dimensions excluded until then, but that african traditional cultures have much to teach. / Esta dissertação apresenta o percurso de uma pesquisa realizada em duas escolas de ensino fundamental da rede municipal de uma cidade próxima a Sorocaba (SP). Nesta pesquisa tomamos as culturas tradicionais africanas vividas pelo povo Dagara e na filosofia ubuntu para recriar experiências ancestrais de cuidado e possibilitar a ampliação da noção de humanidade desenvolvida na educação ocidental contemporânea. Entendemos que cuidar é estabelecer relações e, a partir dos valores civilizatórios das sociedades africanas, buscamos cuidar em comunidade, com a natureza e pela espiritualidade. Pelo método da cartografia, pudemos experimentar o cuidado em comunidade, que procurou interromper processos de medicalização e patologização da vida, na medida em que educadores afetados de alguma forma passaram a compor a comunidade de cada criança. Uma vez em comunidade, reconhecemos a dimensão invisível no cuidado, admitimos outra forma de viver o tempo e procuramos desconstruir artifícios de exclusão. O cuidado com a natureza aconteceu no projeto de horta escolar, onde os adolescentes puderam, pelo encantamento, experimentar a comunhão com a natureza. Conhecer a experiência com a natureza, chamar a atenção para os detalhes e imaginar-se numa situação prazerosa com a natureza propiciaram o encantamento. O cuidado pela espiritualidade se deu pela experiência de transcendência para valorização dos ancestrais. Fomos reconectando os adolescentes com suas histórias, costumes e saberes para que o trabalho no campo fosse valorizado e respeitado no projeto da horta escolar como elemento de ancestralidade. Na reunião com os inspetores, a experiência de transcendência contribuiu para constituir a ancestralidade de suas práticas. Enquanto experimentava o cuidado numa perspectiva afrocentrada, também caminhava em meu processo de enegrecimento. Mergulhei na cultura de matriz africana, na cultura negra, para fazer da ancestralidade, sentido para minha existência. Participei de palestras, espetáculos e oficinas culturais diversas para que a negritude fosse habitando meu modo de existir e de compreender o mundo, buscando reverter o fenômeno de branqueamento pelo qual todo negro e negra ainda sente as consequências. Nesta dissertação estamos narrando como o cuidado, na perspectiva das culturas tradicionais africanas, aconteceu e deixando pistas para que ele possa ser experimentado em outros contextos. Contudo, é preciso dizer que estas experiências foram inspiradoras, mas ainda não transformaram aquelas escolas, nem tampouco a educação daquela cidade ou ainda a educação brasileira ocidental. Existe nestas experiências o viés da provisoriedade, da circunstância que somente a luta política pode confirmar e estabelecer. Luta por uma educação humanizada, contra-hegemônica e que considera dimensões do ser humano excluídas até então, mas que as culturas tradicionais africanas têm muito a ensinar.

Adolescence is a phase that includes substantial physical, social and psychological changes (Department of Health, 1999) and is considered to be a psychologically turbulent and emotional period in a person’s life (Strong, De Vault, Satad & Yarber, 2001) that can also have an influence o n parent–child relationships. The purpose of this stud y is to specifically focus on parent– adolescent relationships of African female adolescents as research and literature is limited regarding African female adolescent s’ experience of parent–adolescent relationships and the dynamics involve d. Little is known of how African female adolescents experience the relationship they have with their parents and what their needs are regarding these relationshi.p s The objectives of this studya re to explore and describe African female adolescents’ experience of parent–adolescent relationships, and to explore aspects of African female adolescents’ relationships with their parents that may influence t heir sense of well–being. Thirty and thirty–two African female adolescents participated voluntarily in graphic family sculpting and focus group interviews respectively. Six focus group interviews at Randfontein High School, Gauteng, provided rich data on African female adolescents’ experience of parentadolescent relationships and aspects of the relationships that influence their sense of wellbeing. The findings suggest that the majority of the participants experience a more positive relationship with their mothesr than with their fathesr, and that positive and negative aspects in their relationships with their parents is perceived to influence their well–being. The importance of communication was a very prominent theme in the focus group discussions. With regard to graphic family sculpting, the findings also suggest that the mothers have a more prominent and positive role and participants experience their fathers as less involved. / Thesis (M.A. (Research Psyvhology))--North-West University, Potchefstroom Campus, 2011.

Adolescence is a phase that includes substantial physical, social and psychological changes (Department of Health, 1999) and is considered to be a psychologically turbulent and emotional period in a person’s life (Strong, De Vault, Satad & Yarber, 2001) that can also have an influence o n parent–child relationships. The purpose of this stud y is to specifically focus on parent– adolescent relationships of African female adolescents as research and literature is limited regarding African female adolescent s’ experience of parent–adolescent relationships and the dynamics involve d. Little is known of how African female adolescents experience the relationship they have with their parents and what their needs are regarding these relationshi.p s The objectives of this studya re to explore and describe African female adolescents’ experience of parent–adolescent relationships, and to explore aspects of African female adolescents’ relationships with their parents that may influence t heir sense of well–being. Thirty and thirty–two African female adolescents participated voluntarily in graphic family sculpting and focus group interviews respectively. Six focus group interviews at Randfontein High School, Gauteng, provided rich data on African female adolescents’ experience of parentadolescent relationships and aspects of the relationships that influence their sense of wellbeing. The findings suggest that the majority of the participants experience a more positive relationship with their mothesr than with their fathesr, and that positive and negative aspects in their relationships with their parents is perceived to influence their well–being. The importance of communication was a very prominent theme in the focus group discussions. With regard to graphic family sculpting, the findings also suggest that the mothers have a more prominent and positive role and participants experience their fathers as less involved. / Thesis (M.A. (Research Psyvhology))--North-West University, Potchefstroom Campus, 2011.