Esta dissertação de mestrado apresenta um catálogo organizado dos artefatos guarani que se encontram, atualmente, na reserva técnica do Museu de Arqueologia e Etnologia da Universidade de São Paulo, provenientes do Museu Paulista (MP) e do Acervo Plinio Ayrosa (APA). O objetivo principal é viabilizar a divulgação das coleções etnográficas para os Guarani, coletadas em diferentes aldeias e períodos, por diversos coletores. Com isso, pretende-se não apenas reconstituir a \"biografia do objeto\", como também fornecer dados para adensar as trajetórias históricas dos grupos Guarani. No entanto, a elaboração do catálogo prescinde de uma investigação sobre as representações ameríndias elaboradas em museus e baseadas em objetos, que reificaram certas imagens em circulação até os dias de hoje. Se, no século XIX, os habitantes da América eram representados como extintos, em vias de extinção ou com sinais visíveis de degenerescência, no século XXI, numa reviravolta histórica, os povos ameríndios criaram suas próprias representações e objetos, apropriando-se dos museus como espaços de mobilização pelos direitos e de reconstrução de suas próprias trajetórias, lutas, memórias e identidades. / This master\'s thesis presents an organized catalog of Guarani artifacts that are currently in the technical reserve of the Museum of Archeology and Ethnology of the University of São Paulo, from the Paulista Museum (MP) and the Plinio Ayrosa Collection (APA). The main objective is to enable the dissemination of ethnographic collections to the Guarani, collected in different villages and periods, by various collectors. With this, it is intended not only to reconstruct the \"biography of the object\", but also to provide data to add to the historical trajectories of the Guarani groups. However, the elaboration of the Catalog precludes an investigation into Amerindian representations made in museums and based on objects, which have reified certain images in circulation to the present day. If, in the nineteenth century, the inhabitants of America were represented as extinct, on the verge of extinction or with visible signs of degeneracy, in the twenty-first century, in a historical turnaround, the Amerindian peoples created their own representations and objects, appropriating museums as spaces of mobilization for rights and reconstruction of their own trajectories, struggles, memories and identities.

Although there has been research conducted in the area of information seeking behavior in children, the research focusing on young children, more specifically on pre-kindergarten students, is almost nonexistent. Children at this age are in the preoperational developmental stage. They tend to display curiosity about the world around them, and use other people as a means to gain the information they are seeking. Due to the insistence from President Obama to implement pre-kindergarten programs for all low and middle class children, the need to understand the cognitive, emotional, and physical needs of these children is becoming increasingly imperative. To researchers, the actions displayed by these young children on a daily basis remain vital in determining the methods by which they are categorized, studies, and even taught. This study employed Deci and Ryan's self-determination theory (SDT), Dervin's sense-making theory, Kuhlthau''s information search process model (ISP), and Shenton and Dixon's microcosmic model of information seeking via people to lay the theoretical foundational framework. This ethnographic study aimed to fill the age gap found in information seeking literature. By observing young children in the school setting, I gained insight into how these children seek information. The resulting information collected via field observations and semi-structured interviews were coded based on Shenton and Dixon's model of information seeking via people. The findings, in Chapter 5, revealed emerging codes and trends in the information seeking behaviors of pre-kindergarten students.

This PhD is part novel and part thesis. The novel, The Girl Upstairs (TGU), is in three parts. Parts one and two are included here in full. A synopsis of part three is included in the appendices. The thesis presents an original “action model” for Creative Writing (CW) called “fictive responsibility”. TGU can be treated as a case study, demonstrating the practical application of this new model. TGU follows a Bengali-Muslim family as they confront the wayward behaviour of Kifah Rahman, a feisty sixteen-year-old. Set somewhere in south-west England, Kifah’s misadventures start when she discovers an envelope discarded in a drawer. The address is her mother’s childhood home across the city, but she’s never heard of the addressee, Zubi Rahman. Kifah sneaks off school to investigate. Kifah’s clandestine visits incite rumours and soon Kifah is accused of tarnishing the family’s reputation. TGU confronts the difficult subjects of “honour”-based-violence (HBV), domestic violence and “crimes-of-passion”. By exploring different types of violence-against-women (VAW), TGU shows how perceived differences in, for example, “culture”, religion, or heritage, rather than dividing us, can present new ways to connect across moral values or lifestyles, ultimately promoting togetherness and empathy between different cultures. The thesis explores how the “political” relates to “literature” through the writer’s creative process, suggesting that all novelists are inherently politicised individuals and fictions are produced through an inherently politicised process. The significance of this is undermined by those who claim fiction writers just “make it up”. Failing to recognise the “politics of representation” that operates alongside invention in CW has contributed to the recent exacerbation around “cultural appropriation”. For some writers this presents a threat to “free” expression. For others, “free” expression must be treated with respect, especially when fictionalising characters that appear external to the writer’s own experience. Theoretical and conceptual analysis is drawn from cultural studies, ethnography, literary criticism and philosophy. Case studies include fictions with Muslim female characters in a post-9/11 setting. In addition to literary analysis, the thesis explores how “authenticity” interacts with an author’s perceived affiliation with characters or themes within the fiction.

Made available in DSpace on 2016-04-25T16:45:08Z (GMT). No. of bitstreams: 1 Tania Maia.pdf: 471977 bytes, checksum: 3142fb2b8ff9b3f36e4d9eef9d16aaf7 (MD5) Previous issue date: 2008-10-07 / Nowadays, companies have been working in a competitive environment and for this reason, they need to innovate and deliver products, which meet consumer s expectations. Ethnographic research originated from anthropology, and became popular in marketing. This research has become a method to understand consumers and generate ideas for new products. However, some experts have called attention to the bad utilization of the methodology and according to them, the marketing research executives have opted to use an observation technique, intrinsic to the conventional qualitative research rather, ethnography. The proposal of this study is to confirm or contradict the statement above, and verifies how the creation of a new product occurs, considering the employment of the techniques related to the ethnographic research. The foundations of this work follow the ethnographical and the anthropological concepts and methods in order to understand how it was the adaptation to the marketing area. A posteriori the realization of a field research with those professionals was necessary, in order to identify and understand how they are using this scientific instrument, and yet, observe the limitations and contributions to the marketing area. In parallel, an analytic approach done over three projects denominated ethno graphics was crucial to illustrate the methodology and confirm if they are ethnographic or not. The results confirmed the existence of some contradictions between the conventional qualitative researches, the observational technique, and the ethnography. The main reasons for this misunderstanding are timing pressure for results, lack of good expertise in ethnography skills and unfamiliarity from the client. Even though we understand these studies have some constrains; it is completely necessary admit that more studies are indispensable to evoke more and questions, in order to address suitable directions for a tool which has been proved essential for marketing / Atualmente as empresas encontram-se em um ambiente bastante competitivo e necessitam inovar continuamente em produtos que possam atender os consumidores cada vez mais exigentes. Neste contexto, a pesquisa etnográfica, originada na antropologia, passa a adquirir importância na área de marketing, por ser considerada como uma das alternativas para gerar idéias para novos produtos. Entretanto, alguns estudiosos têm alertado pelo uso indiscriminado da técnica e, por não obedecer o rigor metodológico, têm aplicado o método de observação ao invés da pesquisa etnográfica. O presente estudo foi desenvolvido com o objetivo de verificar como os profissionais de marketing têm utilizado a pesquisa etnográfica na geração de idéias para novos produtos. O trabalho utiliza como base teórica os conceitos e métodos da etnografia originada na antropologia e, a sua adaptação para o marketing. Posteriormente foi realizada a pesquisa de campo que se propôs a investigar junto a esses profissionais, como eles têm utilizado a ferramenta, quais são as limitações e contribuições para a área de marketing. Em conjunto com essas entrevistas foi analisada a metodologia aplicada em três projetos denominados etnográficos, para verificar se o rigor metodológico obedece os preceitos básicos da etnografia adaptada ao marketing. O resultado confirmou a existência do uso indiscriminado e a falta de um rigor metodológico, bem como a confusão na aplicação da metodologia com a técnica de observação, resultado da pressão por prazos, da falta de especialistas que dominem a técnica e do desconhecimento pelo próprio cliente que solicita a pesquisa. Apesar de entender as limitações desse estudo, chega-se ao ponto de que novas pesquisas devem ser desenvolvidas para o aprofundamento das questões-chave da problemática, e propiciar novos rumos a um instrumento que se conclui ser fundamental para a área de marketing

This study explores how young people's engagement with history outside of the classroom shapes the development of their historical consciousness. Drawing on public discourses around the First World War (WW1), I address the implications of this engagement for history teachers and young peoples' learning. Recognising the active and dynamic construction of memory and meaning by young people, I develop the concept of social remembering. Building on socio-cultural perspectives, I examine the 'lived experience' of young people's memory work. Using WW1 as a context, and adopting an innovative mixed methods approach, the research was conducted over two stages. The first stage of the research used a quiz and survey to explore the extent and nature of young people's social remembering. In the second stage of the study I examined young people's memory work outside the classroom. I worked with several small groups of students to construct their own ethnographic accounts of societal and familial remembering and their emerging historical consciousness, fashioning these into ethnographic portraits. The research highlights the role that social remembering plays in young people's identities, including the ways in which they value and use history, attribute historical significance to events and orientate themselves in time. It shows how different forms of social remembering can both include or exclude young people and impact positively or negatively on young people's historical consciousness. An understanding of social remembering outside the classroom can support history teachers in the development of pedagogies that build on students' meaning making associated with public events such as commemorations. I argue that teachers can use the intersections between social remembering and disciplinary history to engage and support students in their study of history. Although the study originated within the context of history education, it has wider value, offering a ground breaking methodological approach to exploring young people's understandings of the past and in contributing to the historiography of historical memory.

Este estudo tem por tema a formação permanente de professores de educação física da Secretaria Municipal de Esportes, Recreação e Lazer de Porto Alegre, bem como as relações desta formação com a prática deste coletivo docente. Esta investigação focaliza os significados atribuídos por estes professores a sua formação permanente na relação com o cotidiano de suas práticas pedagógicas, tendo em vista as características institucionais onde se realiza: de espaço de atuação nãoescolar como praças, parques, centros de comunidade, ruas, associações comunitárias; bem como a grande diversidade de campos de atuação deste professorado que tem no lazer, no esporte e em ações ligadas à promoção da saúde os instrumentos de sua intervenção, nos seus vieses educativos, competitivos e ou lúdicos. A pergunta que sintetiza o problema de investigação e orienta as decisões metodológicas é: Quais significados o professorado de educação física da Secretaria Municipal de Esportes, Recreação e Lazer de Porto Alegre atribui ao seu processo de formação permanente e que impactos este processo produz no cotidiano de sua prática pedagógica? Para responder a esta questão realizei entrevistas semi-estruturadas, analisei documentos do período que vai de 1989 até 2009; com o mesmo intento, utilizei as observações e registros do diário de campo sobre as situações de formação promovidas pela instituição e do cotidiano das práticas dos professores de educação física desta secretaria, que permitissem a construção de quadro de análise e interpretação sobre o material coletado. O processo analítico apontou para algumas categorias significativas para a compreensão de práticas docentes e do papel que a formação permanente ocupa na sua sustentação e na superação dos desafios e contradições presentes nestas práticas. Uma destas categorias situa-se no não-lugar do espaço público da secretaria – a possibilidade e a expectativa de uma ação educativa em espaços que não parecem claramente associados aos significados da instituição escolar Desta decorre uma outra, situada no próprio sujeito do estudo: o “ser-não ser” do professor desta instituição – as tensões e contradições na construção de uma identidade docente – manifestas em trajetos de aproximação à cultura escolar ao mesmo tempo que elenca as peculiaridades distintivas do seu fazer educativo. Articulada às anteriores, a categoria de um personalismo e de uma fragilidade das políticas de formação profissional da secretaria parecem apontar para um papel ao mesmo tempo central desta para construção da identidade e de um referencial para as práticas dos professores, mas contraditoriamente, na sua ausência, a distribuição dispersa dos recursos humanos e o seu isolamento nos diversos espaços da cidade permitem uma sobrevivência que supera a existência de uma proposta políticopedagógica Uma idéia central sugerida pelo estudo é que a proposta de formação permanente, enquanto compromisso da instituição, tenha um caráter definidor de uma identidade docente, articuladora de sujeitos e ações e que permita superar fragilidades temporais e ideológicas das questões político-partidárias – o estudo aponta para a importância de uma estrutura de formação permanente, centrada nas experiências dos professores: espaços e tempos de compartilhamento de êxitos, de busca coletiva de superação de dificuldades e contradições. / The subject of this study is the permanent formation of Physical Education teachers of the “Secretaria Municipal de Esportes, Recreação e Lazer de Porto Alegre” – Sport and Leisure Department – in the city hall of Porto Alegre. The study also deals with the relations between this permanent formation and the practices of the group of teachers. This investigation focuses on the meanings attributed by such group of teachers to their permanent formation in relation to their everyday pedagogical practices, having in mind institutional characteristics and the spaces where practices take place: public squares, parks, community centers and streets. It also focuses on the varied nature of the group’s work (leisure, sport, health) and its educative, competitive or playful aspects. The question which summarizes the investigation and guides methodological decisions is: Which meanings the teachers of the Sport and Leisure Department of Porto Alegre attribute to their process of permanent formation and which impacts such process produces in their everyday pedagogical practices To answer this question, semi-structured interviews were held, documents from 1989 to 2009 were analyzed, observations and field diary entries on the formation moments promoted by the department were used and everyday practices were observed. All that allowed the construction of an analysis and interpretation chart. The analytical process lead the study to point out some meaningful categories to understand teachers’ practices, as well as, the role permanent formation has in helping teachers overcome challenges and contradictions found in their everyday practice. One of these categories depicts the possibilities and expectations of an educative action in spaces which are not clearly associated to a school institution. From the category mentioned above, another one emerges, located within the subject of this study: the teacher’s lack of a clear self identity; tension and contradiction permeate the construction of a clear and steady identity, sometimes moving itself towards the school culture while in other moments it unveils distinctive traits of the teachers’ practices Linked to the previous categories, there is one related to the subjective and fragile department policies related to professional formation. This category seems to indicate a central role in the construction of the teacher’s identity and a referential to the teacher’s practice, yet in the absence of such policies, the scattered distribution of human resources and their isolation in the many different spaces in the city of Porto Alegre allow them to outlive the existence of a political and pedagogical project. A key point dealt within this study is that the commitment of the institution towards permanent formation should help define the teacher’s identity, help articulate subjects and actions and allow teachers to overcome temporary difficulties caused by ideological and political matters. The study points to the significance a permanent formation structure has and that it should be based on teachers’ experience and provide them with the opportunity to share cases of success and seek solutions to overcome difficulties and contradictions.

As previsões mais otimistas para o mundo no segundo milênio alertam para a escassez de água. Esta terá como origem a redução de volume de água doce aproveitável, o desperdício e poluição das fontes de água. O cloro, usado para a desinfecção, se combina com os resíduos de matéria orgânica remanescente do tratamento da água de consumo formando os organoclorados (produtos potencialmente cancerígenos). A proposta deste trabalho, é oferecer subsídio à sanitização da água buscando, pelo resgate etnográfico, recursos naturais sustentáveis, renováveis e ecologicamente corretos como alternativa para o tratamento da água na pequena propriedade rural. Das dezoito plantas indicadas e triadas na forma de extratos hidro-alcoólicos quanto a Intensidade de Atividade Antibacteriana (IAAB), selecionou-se os cinco que tiveram o melhor desempenho no controle das bactérias em teste (duas gram positivas e duas gram negativas). Os extratos escolhidos passaram pelo teste de Concentração Inibitória Mínima/Concentração Bactericida Mínima (CIM/CBM). O que mais se destacou foi o extrato de Sete Sangrias (Cuphea Carthagenensis (Jacq.) Macbride) que controlou as bactérias desafiantes até a concentração de 10%. Estes extratos também foram testados quanto à citotoxicidade e constatou-se que a Baleeira (Cordia curassavica), Folha da Fortuna (Bryophyllum pinatum Kurz.) e a Sete Sangrias (Cuphea cathagenensis (Jacq.) Macbride) foram citotóxicas em concentrações entre 1 e 10 % sem diferença estatística para o teste de Duncam (p=0,99).Embora a confrontação da capacidade desinfetante e o efeito tóxico apresentados pelos extratos de plantas sejam considerados animadores, não os recomendamos para uso como desinfetantes de volumes hídricos uma vez que a concentração mais baixa efetiva foi a de 10%. / The most optimistic forecast for the world in the second millennium calls attention to the water shortage. This shortage will have as its origin the reduction of volume of useable fresh water, waste and pollution of the water resources. The chlorine, used for disinfection, combines with the residues of organic matter remaining from the treatment of water for consumption forming organochlorides (potentially carcinogenic products). The aim of this work is to offer options to the sanitation of water searching, by ethnographic rescue, natural resources which are sustainable, renewable and ecologically correct as an alternative for water treatment in small rural farms. From the eighteen plants indicated and screened in the form of hydroalcoholic extracts regarding their Antibacterial Activity Intensity (IAAB), the five that showed better performance in the control of bacteria (two Gram positive and two Gram negative), were selected. The chosen extracts were submitted to the test of Minimal Inhibitory Concentration/ Minimal Bactericide Concentration (CIM/CBM). The one that showed the best performance was Sete Sangrias (Cuphea Carthagenensis (Jacq.) Macbride), which controlled the tested bacteria dilution up to 10%. These extracts were also tested regarding their cytotoxicity and it was verified that Baleeira (Cordia curassavica), Folha da Fortuna (Bryophyllum pinatum Kurz.) and Sete sangrias (Cuphea cathagenensis (Jacq.) Macbride) were cytotoxic in concentrations between 1 and 10%, without statistic difference by the Duncam test (p=0,99). Although the confrontation of disinfection capacity and the toxic effect presented by the plant extracts are considered encouraging, we do not recommend them for use as disinfectants of water, as the lowest effective concentration obtained was 10%.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta tese apresenta o repertório de sentidos e significados que são produzidos no cotidiano da escola, a partir das práticas pedagógicas, que traduzem diferentes concepções e experiências individuais e coletivas, na perspectiva dos professores e professoras, alunos e alunas, permitindo compreender a natureza do processo de construção do currículo escolar fundado nas práticas pedagógicas e sua relação com o processo ensino-aprendizagem. Para tanto, realizamos uma pesquisa qualitativa de abordagem etnográfica com a adoção de procedimentos como a observação participante, a análise documental, a entrevista, dentre outros, para alcançar os objetivos dessa pesquisa. Os sujeitos deste estudo são professores, professoras, alunos e alunas do 7. ano de escolaridade de duas escolas que fazem parte da rede pública do Município São João de Meriti, na Baixada Fluminense Rio de Janeiro. O referencial teórico-metodológico, que subsidiou o presente estudo, tem como base a abordagem do ciclo de políticas proposto por Stephen Ball (1994) e Bowe;Ball;Gold (1992), na qual é evidenciada a importância da inter-relação dos contextos produtores do currículo escolar. Trabalhamos com o contexto da produção de textos, através da análise dos documentos emitidos no período 1999-2010 e o contexto da prática. Este trabalho tem, também, o aporte teórico de Sacristán (1998, 2000), Moreira (1990, 2001, 2003), Silva (1998, 2001, 2006, 2008), Lopes (2005, 2008a), Tura (2001, 2002, 2005, 2008, 2009, 2011), Bourdieu (1998, 1999), Foucault (1993, 2001), dentre outros. Para a análise dos dados empregamos a análise de conteúdo de Bardin (2004). O estudo revelou a complexidade do processo de construção do currículo no cotidiano escolar, tendo em vista que diferentes práticas e discursos são produzidos nos diversos contextos em que, da política proposta à política em uso (MAINARDES, 2006), emergem processos que são marcados pela recontextualização por hibridismo, de acordo com as análises de Ball (2000) e Lopes (2008a). Este estudo traz uma contribuição para os estudos no âmbito do currículo, podendo indicar possíveis caminhos para as políticas públicas na área de educação para o município de São João de Meriti. / This thesis presents the variety of feelings and meanings that are produced in the everyday life at school, through the pedagogical practices, which reflect different individual and group conceptions and experiences, from both the teacher and from the pupils perspective. This allowed the understanding of the nature of how the school curriculum is built, based on the teaching practices and their relation to the learning process. Therefore, we performed a qualitative research with an ethnographic approach by adopting procedures such as participant observation, document analysis, interviews, among others. The main subjects of this study are teachers as well as the students of the 7th school grade, from two public schools from the city of Sao Joao de Meriti, in the Baixada Fluminense Region - Rio de Janeiro. The theoretical and methodological framework that supported this study is based on the policy cycle approach proposed by Stephen Ball (1994), which the importance of the interrelationship of the school curriculum builders contexts. We worked with the context of writing texts, through the analysis of documents issued in the period between the years 1999-2010, as well as with context of practice. This work has also the theoretical background of Sacristán (1998, 2000), Moreira (1990, 2001, 2003), Silva (1998, 2001, 2006, 2008), Lopes (2005, 2008a), Tura (2001, 2002, 2005, 2008, 2009, 2011), Bourdieu (1998, 1999), Foucault (1993, 2001), among others. For the data analysis, we employed content analysis approach from Bardin (2004). As outcome, the study showed the complexity of the process of creating a school curriculum in the everyday school life, bearing in mind that different practices and speeches are produced in the various contexts, in which processes, which are noticeable by their re-contextualization through hybridity, according to the analysis of Ball (2000) and Lopes (2008), emerge between the "proposed policy" and the "employed policy (MAINARDES, 2006). This study makes a contribution for studies within the school curriculum landscape, which may indicate potential directions for public policies in the education area for the Sao Joao de Meriti city.

In the field of world language education, it has long been affirmed that language and culture are inseparable. It has also often been asked how teaching language and culture in an inseparable way is to be accomplished. One solution that has been proposed is ethnographic interviews. Other studies have demonstrated that interviewing native cultural informants is beneficial for language students. This study examined whether such interviews are also beneficial to the native informants. The participants in this project, sixteen native speakers of Spanish, were each interviewed three times by a pair of Spanish students who employed ethnographic techniques as a part of the interview process. The native speakers answered two brief questionnaires, one before and one after the interviews, and many of them participated in one-on-one interviews with me, the primary researcher, to follow-up on their answers to those questionnaires and their experiences with the interviews. I found that the participants perceived the project as beneficial in multiple areas including, but not limited to, the chance it gave them to talk about their culture, the interest they perceived in their culture and their viewpoints, and the opportunity it gave them to confirm, modify, or strengthen conclusions they had made from previous cultural experience. A small percentage of the native speakers either did not understand or appreciate the ethnographic techniques that were employed. However, after initial interviews, I gave the students of Spanish feedback on how to better make use of those techniques in order to improve the students' and native speakers' experiences with the interviews and a large majority of the native speakers observed how the subsequent interviews improved. Therefore, similar projects might benefit from making use of this information. Specifically, it might be useful to explain ethnographic techniques not just to interviewers, but also to interviewees, so that both groups might better understand and appreciate the purpose of those techniques. It might also be useful to give feedback to those who use ethnographic techniques to interview native culture informants.

What meanings have formerly engaged (radicalized) Salafists ascribed to their disengagement and how have they become embedded in their everyday lives? There are two narratives that can explain this question. On the one hand, there is a central inclusive narrative that suggest the institutionalization of the religious terrain in Morocco through the Institution of the Commander of the Faithful (mou’assassat imarat al mou’minine) or ICF, which allows the Monarchy to play the king-religious role as the guarantor of religion and other faiths. On the other hand, Salafi Jihadists represent the second exclusive narrative through a religious concept that has taken a violent understanding called “loyalty and disavowal” (Al Wal’a wal Bar’a) or WB. The power of this narrative lies in the ability to divide society into a near and far enemy. Put it another way, to ask how those very meanings affect their everyday lives, a change in Salafi worldview for example allows them to live lives that seemed not possible before far from violence. As a result, there is no one picture of disengagement. Disengagement happens very differently in each case. Specifically, we argue that Salafi Jihadists’ disengagement has been informed, and shaped, by the meanings they attribute to their experiences in the everyday life. As such, this thesis is not about process, or pathways, or models of engagement and disengagement it is about meanings each one assigns to his or her experience. In addition to advancing theories of violent radicalization and disengagement from violence, this thesis makes a methodological contribution to the study of the meanings of disengagement through an ethnographic fieldwork in Morocco and Jordan.