A presente pesquisa teve como objeto de estudo a implantação do Projeto A Cor da Cultura na Escola Municipal de Ensino Fundamental Wenceslau Fontoura. Elaborado e promovido pelo Canal Futura em parceria com órgãos governo e da sociedade civil, o Projeto tem o intuito de valorizar, preservar e reconhecer o patrimônio cultural e histórico africano e afro-brasileiro, dar visibilidade a ações afirmativas já implantadas pela sociedade, além de propor práticas pedagógicas inclusivas. A proposta também tem a intenção de ser mais uma ferramenta para colocar em prática a Lei 10.639/03, que estabelece a inclusão da temática História e Cultura Africanas e Afro-brasileiras no currículo oficial da rede ensino pública e privada. O objetivo da investigação foi verificar como se deu o processo de apropriação do Projeto, na experiência dos professores e dos alunos. O contexto eleito para a investigação, a escola Wenceslau Fontoura, localiza-se em Porto Alegre e foi escolhido porque possui uma particularidade na implementação do A Cor da Cultura em relação aos demais educandários situados na cidade. A estratégia de pesquisa escolhida para conduzir a investigação foi o Estudo de Caso. Como fontes de evidências para a construção dos dados foram utilizadas a Observação Etnográfica e a Entrevista em Profundidade, além da análise de documentos, como o Plano Político Pedagógico que rege a escola. / This research's subject is the implementation's The Color of Culture Project in the Wenceslau Fontoura City Elementary School. Developed and promoted by Futura channel in partnership with government bodies and civil society in order to enhance, preserve and recognize the cultural and historical African and African American heritage, to make visible affirmative actions already implemented by society as well as proposing inclusive pedagogical practices. The Project also intends to be a tool in order to make work the Law 10639/03, which establishes the inclusion of African and Afican-Brazilian History and Culture theme into the official curriculum of public and private educational system. The aim of this investigation was to verify how was the process of appropriation of the Project, in the experience of teachers and students. The chosen context for the research, the Wenceslau Fontoura School, is located in Porto Alegre and was chosen because it has a peculiarity in the implementation of The Color of Culture in relation to other schools located in the city. The research strategy chosen to conduct the investigation was the Case Study. As sources of evidence for the construction of the observation data were used Ethnographical observation and in-depth interviews, along with analysis of documents, as the Pedagogical Political Plan which rules the school.

De origen arawak, el grupo étnico que la literatura amerindia llamó chané se estableció antes de la Conquista en El Chaco occidental, sobre las laderas orientales de los Andes. Allí trabó complejas relaciones interétnicas con otros grupos étnicos de habla guaraní, indígenas chaqueños y luego, en la medida en que se consolidó el proceso de colonización, también con diversos actores criollos: hacendados, patrones de ingenios, militares, misioneros. A través de documentación etnográfica y etnohistórica, se sugiere que el funcionamiento abierto, flexible, maleable e integrador del chamanismo chané lleva la marca de estas múltiples interacciones históricas, lo cual, por otra parte, lo transforma en un lenguaje simbólico ideal para problematizar las situaciones de contacto intercultural. / Of Arawak origin, the ethnic group identified as the Chané indigenous group in the Amerindian literature, settled on the eastern slopes of the Andes before the Conquest of the Occidental region or Paraguayan Chaco took place. There, this group engaged in complex inter-ethnic relationships with other Guarani-speaking ethnic groups, Chaco natives, and thereafter, as the colonization process consolidated, with several Creole social agents: landowners, foremen of sugar plantations, the military, and missionaries. Supported by ethnographic and ethno-historical documents, the author suggests that the open, flexible, malleable and integrating organization of Chané shamanism was marked by these multiple historical interactions, thereby becoming an ideal symbolic language to reflect the problems arising from situations of intercultural contact.

A presente pesquisa teve como objeto de estudo a implantação do Projeto A Cor da Cultura na Escola Municipal de Ensino Fundamental Wenceslau Fontoura. Elaborado e promovido pelo Canal Futura em parceria com órgãos governo e da sociedade civil, o Projeto tem o intuito de valorizar, preservar e reconhecer o patrimônio cultural e histórico africano e afro-brasileiro, dar visibilidade a ações afirmativas já implantadas pela sociedade, além de propor práticas pedagógicas inclusivas. A proposta também tem a intenção de ser mais uma ferramenta para colocar em prática a Lei 10.639/03, que estabelece a inclusão da temática História e Cultura Africanas e Afro-brasileiras no currículo oficial da rede ensino pública e privada. O objetivo da investigação foi verificar como se deu o processo de apropriação do Projeto, na experiência dos professores e dos alunos. O contexto eleito para a investigação, a escola Wenceslau Fontoura, localiza-se em Porto Alegre e foi escolhido porque possui uma particularidade na implementação do A Cor da Cultura em relação aos demais educandários situados na cidade. A estratégia de pesquisa escolhida para conduzir a investigação foi o Estudo de Caso. Como fontes de evidências para a construção dos dados foram utilizadas a Observação Etnográfica e a Entrevista em Profundidade, além da análise de documentos, como o Plano Político Pedagógico que rege a escola. / This research's subject is the implementation's The Color of Culture Project in the Wenceslau Fontoura City Elementary School. Developed and promoted by Futura channel in partnership with government bodies and civil society in order to enhance, preserve and recognize the cultural and historical African and African American heritage, to make visible affirmative actions already implemented by society as well as proposing inclusive pedagogical practices. The Project also intends to be a tool in order to make work the Law 10639/03, which establishes the inclusion of African and Afican-Brazilian History and Culture theme into the official curriculum of public and private educational system. The aim of this investigation was to verify how was the process of appropriation of the Project, in the experience of teachers and students. The chosen context for the research, the Wenceslau Fontoura School, is located in Porto Alegre and was chosen because it has a peculiarity in the implementation of The Color of Culture in relation to other schools located in the city. The research strategy chosen to conduct the investigation was the Case Study. As sources of evidence for the construction of the observation data were used Ethnographical observation and in-depth interviews, along with analysis of documents, as the Pedagogical Political Plan which rules the school.

Todas as pesquisas empreendeidas sobre os judeus na região amazônica sempre preferiram enfatizar como os judeus chegaram à região, as razões que impulsionaram este processo de imigração ou como os judeus se adaptaram a vida nos trópicos. Esta pesquisa pertende alcançar uma visão contemporânea sobre os judeus marroquinos após dois séculos na região amazônica. Para alcançar esta visão contemporânea sobre o grupo empreendemos uma comparação entre a construção da identidade judaica dos judeus marroquinos em Israel com a identidade dos judeus marroquinos da região amazônica. Para empreender esta comparação vários aspectos da etnicidade judaicomarroquina como os festejos de Mimuna que celebra o fim da páscoa judaica, ou a veneração dos tzadickim (rabinos com qualidades de santos), os sacrifícios realizados as vésperas do perdão, dentre outros, foram selecionados através do trabalho de campo e da ajuda de informantes. A análise destes aspectos étnicos nos auxiliarão a compreender as identidades judaico marroquinas são elaboradas contemporaneamente, e como estes aspectos étnicos ajudam a dar forma a estas identidades. / Researches developed about Moroccan Jews in Amazonia have preferentially emphasized how Jews arrived in that region, what reasons influenced this immigration process and how Jews have adapted to the tropics. This research aims to reach a contemporary view about Moroccan Jews in Amazonia after two centuries of immigration. In order to achieve this purpose we have performed a comparison between constructions of Moroccan/ Jewish identities in Israel and in the Amazon region. To perform this comparison several aspects of Moroccan/Jewish ethnicity in Israel and Amazonia such as the festival of Mimuna to celebrate the end of Passover, the worship of tzadickin (Rabbis worshiped as saints), the sacrifices performed in the day before the Astonishment Day and others were selected through field work and with the aid of informants\' accounts. The analysis and comparison of these ethnical aspects will help us to understand how contemporary Moroccan/Jewish identities are elaborated and how these ethnical aspects shape those identities.

A qualitative study conducted by semi-structured interviews with youth recreation leaders in a city in Västerbotten’s county in Sweden. The aim is to establish a greater knowledge regarding the youth recreation leader’s experiences of Swedish teenagers’ (17-25) reasons of use of multi-ethnical language among the teenagers, specifically with focus on certain categories as calques, slang words, non-inversion and broad generalization of prepositions. Previous studies from earlier years of the 2000’s have been set in the Southern parts of Sweden as cities as Göteborg, Malmö and Borås – which makes this survey relevant as a way of broadening the knowledge regarding multi-ethnical language among youths in Sweden. The survey was conducted at two youth recreation centres with four youth recreation leaders. The result supports that there are similarities with the slang words and calques used by young people in Southern parts of Sweden as in the Northern – just as some words seem to differ. The common understanding among the participating youth recreation leaders of why the youth recreation centres’ teenagers choose to speak multi-ethnical language is to mark group identity, as a camouflaging pseudo-language to exclude others as adults – or to show more affiliations in relations with closer friends.

I rapporten På tal om kvinnor och män (Jämställdhetsmyndigheten, 2020) framkommer att andelen kvinnor bosatta i Sverige som var födda i Asien eller övriga världen med mer än 3 års eftergymnasial utbildning var 27% respektive 24%. Motsvarande andel för kvinnor födda i Sverige var 34%. Har arbetet för jämställdhet resulterat i skillnader i attityd beträffande att en utländsk kvinna bör utbilda sig eller en svensk man? Studien utfördes som en vinjettstudie med mellangruppsdesign (kön x etnicitet) (N = 415). Insamlad data analyserades genom tvåvägs variansanalyser för oberoende mätningar, korrelationstest av typen Pearsons produktmomentkorrelationskoefficienter samt hierarkiska regressionsanalyser. Resultatet visade att deltagarna var signifikant positivare till att en utländsk kvinna skulle utbilda sig än en svensk man. Vidare visade resultaten på att det fanns skillnader i attityd utifrån respondenternas etnicitet samt utbildningsnivå. Skillnaderna i attityd indikerade att arbetet för jämställdhet och jämlikhet i Sverige går i rätt riktning.

The aim of this study is to examine how Swedish social services work withspecifically international adopted children and their sense of belonging. We alsowant to examine how social services take the child's best interest into consideration regarding international adopted children. We chose a qualitative method with semi-structured interviews with four social workers within units for child and family support and four social workers within family law in different municipalities aroundSweden. We have studied the results using belonging as a theory and identity andethnical identity as theoretical concepts. The results show that social workersbelieve that internationally adopted children may have more difficulties to formbelonging to their family and surroundings. It also shows that the Swedishmunicipalities do not really offer specific support for adoptees. The informants havestated that they cannot guarantee the child's best interest in every situation, since itis constantly changing, individually defined and adapted to needs. We did find thatthe support that is provided for adoptees and their families is mainly preventivemeasures. This includes parental education before adoption to equip the parents withall the knowledge they may need to adhere to the child's best interest. Manyinformants also state that many of the adoptive children have special needs in formof cleft palate, mental health issues as well as cognitive delays. They also state thatmany of these children have been institutionalised in orphan care and that it cancause trauma to these children later in life, which also can be considered a specialneed. The result also shows that the social workers believe that therapy can beeffective for these children and that the municipalities state that they would buythese services if needed. The municipalities work to prevent these health issuesamong adoptees by strengthening the parents to get the same knowledge as thesocial services to be able deal with the children. The informants say that theadoptees and their families should be able to feel like a “ordinary” family withoutthe state watching them if not needed which causes a dilemma.

A Lei n° 10.639/2003 tornou obrigatório o ensino de História da África e Cultura Afro-brasileira nos estabelecimentos escolares do país. A partir disso, as religiões afro-brasileiras começaram a ser abordadas em sala de aula, como parte de um conjunto de práticas e valores de origem africana importante no desenvolvimento da população negra no Brasil. Este trabalho teve como objetivo estudar o modo como essas manifestações religiosas aparecem nos materiais didáticos, cursos de formação continuada de professores e, por vezes, na própria sala de aula a partir dessa Lei, assim como procurou identificar as tensões e negociações verificadas quando essas religiões saem de seus espaços de manifestação próprios, os terreiros, e adentram a escola. As relações entre a visão de mundo religiosa e do senso comum (presente nos discursos e práticas de professores e alunos praticantes de diferentes denominações religiosas: como o catolicismo, pentecostalismo etc.) com o ensino e aprendizado de valores vistos simultaneamente como religiosos e símbolos culturais étnicos (a serem mobilizados na constituição de identidades diferenciais) constituem, portanto, o foco desta pesquisa. / Law n. 10.639/2003 made the teaching of African and Afro-Brazilian Culture obligatory in Brazilian schools. In this way, the African-Brazilian religions started to be addressed in the classrooms as part of a set of practices and values of African origin important in the historical development of the Brazilian black population. This study aimed at analyzing how these religious expressions are approached in school text books, in continuing education courses for teachers and, in some cases, in the class room since the approval of this Law, as well as tried to identify the conflicts and the negotiations occurring when these religions leave their own traditional places, the terreiros, and move into the schools. The relations between the religious environment and the common sense (present in the discourses and the practices of teachers and students who are followers of different religions as Catholics, Pentecostals and others) and the teaching and learning of values seen at the same time as religious and ethnical cultural symbols (to be mobilized in the building up of differential identities), are, therefore the focus of this research.

A Lei n° 10.639/2003 tornou obrigatório o ensino de História da África e Cultura Afro-brasileira nos estabelecimentos escolares do país. A partir disso, as religiões afro-brasileiras começaram a ser abordadas em sala de aula, como parte de um conjunto de práticas e valores de origem africana importante no desenvolvimento da população negra no Brasil. Este trabalho teve como objetivo estudar o modo como essas manifestações religiosas aparecem nos materiais didáticos, cursos de formação continuada de professores e, por vezes, na própria sala de aula a partir dessa Lei, assim como procurou identificar as tensões e negociações verificadas quando essas religiões saem de seus espaços de manifestação próprios, os terreiros, e adentram a escola. As relações entre a visão de mundo religiosa e do senso comum (presente nos discursos e práticas de professores e alunos praticantes de diferentes denominações religiosas: como o catolicismo, pentecostalismo etc.) com o ensino e aprendizado de valores vistos simultaneamente como religiosos e símbolos culturais étnicos (a serem mobilizados na constituição de identidades diferenciais) constituem, portanto, o foco desta pesquisa. / Law n. 10.639/2003 made the teaching of African and Afro-Brazilian Culture obligatory in Brazilian schools. In this way, the African-Brazilian religions started to be addressed in the classrooms as part of a set of practices and values of African origin important in the historical development of the Brazilian black population. This study aimed at analyzing how these religious expressions are approached in school text books, in continuing education courses for teachers and, in some cases, in the class room since the approval of this Law, as well as tried to identify the conflicts and the negotiations occurring when these religions leave their own traditional places, the terreiros, and move into the schools. The relations between the religious environment and the common sense (present in the discourses and the practices of teachers and students who are followers of different religions as Catholics, Pentecostals and others) and the teaching and learning of values seen at the same time as religious and ethnical cultural symbols (to be mobilized in the building up of differential identities), are, therefore the focus of this research.

Thèse confidentielle jusqu'au 29/05/2025. Ce travail de thèse explore la reconstruction des dispositifs identitaires engendrée par l’effondrement de l’URSS et par les flux de la mondialisation, au sein du Kirghizstan post-soviétique, qui est à majorité musulmane (islam Sunnī, école théologique Ḥanafī). L’une des principales stratégies déployées par les acteurs de la scène kirghizstanaise en terme de gestion de ces bouleversements est celle de la ré-articulation du religieux en relation au politique. Afin de dégager des éléments d’analyse visant à rendre compte du statut, de la nature et du rôle du religieux sur la scène socio-politique kirghizstanaise, ce travail de thèse considère la triangulation des acteurs État-religion-société, qui est explorée au travers de trois hypothèses principales. Ces réemplois du religieux, étroitement articulés, concernent : en premier lieu, le réenchantement’, via le religieux, de l’ordre politique de l’après-indépendance, qui est à la recherche d’une légitimité nouvelle depuis l’effondrement du communisme. En second lieu, la gestion au niveau local, via le religieux, d’une redistribution d’un rapport au sens dans une société désarticulée par les changements brutaux liés à la chute de l’État-providence soviétique. L’hypothèse principale ici est que le recours à l’islam répond à l’effondrement du contrat social soviétique en ce qu’il est étroitement intégré au tissu social kirghiz et en reflète les changements de valeurs et de normes sociales ainsi que les légitimités en compétition. Enfin, l’établissement, via l’islam, d’un rapport renouvelé au politique et, partant, d’une quête de refondation de l’ordre politique. / Confidential PhD thesis. This PhD dissertation examines the reconstruction of identity which was engendered by the collapse of Communism in the Soviet Union and the introduction of globalization in Post-Soviet Kyrgyzstan, whose population is majority Sunnī Muslim, belonging to the Ḥanafī school of Islamic law. The question of the strategy of actors in rearticulating identities in Kyrgyzstan centers on the relationship between the religious and the political realms, and their redefinition. In order to analyze the nature and role of religiosity in the Kyrgyz socio-political scene, the dissertation considers the triangulation of state, religion, and society through three main hypotheses: (1) the use of religion, at the political level, to reenchant the political order which has been in search of a new legitimacy after the collapse of Communism; (2) the use of religion, at the local level, to redistribute and redefine “meaning” in a society dislocated by the brutal social changes accompanying the collapse of this former Soviet Republic – specifically the recourse to Islam to reestablish the social contract by redefining normative social values and competing socio-political legitimacies; and (3) the use of the religion of Islam in the Kyrgyz context to redefine politics and establish a new political order.