Made available in DSpace on 2014-06-11T19:31:31Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-03-05Bitstream added on 2014-06-13T21:02:39Z : No. of bitstreams: 1 nery_ma_dr_arafcl.pdf: 717397 bytes, checksum: 666c9864dc7b34e123b3b54be430eb06 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Os Direitos Humanos no Brasil, para aqueles que militam na área, são vistos como uma combinação dos direitos sociais, culturais, econômicos, civis e políticos, todos universais, indivisíveis, interdependentes e inter-relacionados. Para a população infanto-juvenil, esses direitos são assegurados por tratados internacionais, pela Constituição Federal (1988), pelo Estatuto da Criança e do Adolescente (1990), pela Lei de Diretrizes e Bases (1996) e por uma vasta legislação, complementada recentemente pelo Programa Nacional de Direitos Humanos (já na terceira versão - 2009 -) e pelo Plano Nacional de Educação em Direitos Humanos (2006). Da legislação internacional destaca-se, para fins deste estudo, a Declaração Universal dos Direitos Humanos (1948), além da própria noção de dignidade humana, base de toda esta construção. O objetivo central deste trabalho foi conhecer a percepção dos jovens (nascidos após a promulgação da última Constituição - 1988 -) e compreender como têm se revelado, na prática, as questões dos Direitos Humanos, no cotidiano dos jovens. Esses jovens, na faixa etária entre 15 e 22 anos, permaneceram no ambiente escolar, em cursos regulares – ensino fundamental e médio – durante todo o período da vigência dos referidos documentos e da contínua convivência escolar, comunitária e familiar. Para a coleta de dados foi utilizado um questionário com perguntas semiestruturadas, que permitiram captar e analisar as percepções desses jovens. A partir da análise e interpretação dos resultados da pesquisa, percebeu-se que uma parcela significativa desses jovens tem uma concepção teórica dos direitos humanos, apresentando melhores respostas quando as questões são mais conceituais. Entretanto, ao aprofundar a investigação, propondo situações cotidianas, as respostas demonstram falta de atitude... (Resumo completo, clicar acesso eletrônico abaixo / Human Rights in Brazil, for its militants, are defined as a set of social, cultural, economic, civil and political rights, all of them being universal, indivisible, interdependent and interrelated. When addressed (particularly) to the young part of the population, such rights are guaranteed by international agreements, by the Brazilian Federal Constitution -1988, by the Child and Adolescent Statute (Estatuto da Criança e do Adolescente) -1990, by the Law of Directives and Bases of National Education (LDB) -1996 and a wide range of laws, complemented by the recent National Human Rights Program (PNDH), on its third version in 2009, and, last, by the National Plan for Human Rights Education – 2006. From the international legislation, we have studied the Universal Declaration of Human Rights – 1948; besides our own idea of human dignity, which is the basis of all this construction. The main objective of this study was to assess the perception of Human Rights on youngsters (born after the last Brazilian Constitution from 1988), and understand how the Human Rights matters are being revealed in their everyday actions. These youths, ranging from 15 to 22 years old, were within the school environment, enrolled in regular courses – fundamental and high school – along the time when all the above mentioned laws were in effect, period when they were in contact with family, community and school. For data collection, a questionnaire has been used, with semi-structured questions, which allowed us to assess the perceptions and ambiguities occurred daily in these young people´s lives. From the analysis and interpretation of the questionnaire results, we could notice that a large part of such youngsters is in touch with the theoretical aspects of human rights, presenting better responses when the questions are conceptual... (Complete abstract click electronic access below)

Orientador: Tânia Suely Antonelli Marcelino Brabo / Banca: Cláudia Pereira Vianna / Banca: Neusa Maria Dal Ri / Resumo: Nesta dissertação, apresentam-se resultados de pesquisa de Mestrado em Educação (Bolsa CNPq - abril de 2009 a janeiro de 2011) que teve como objetivo geral verificar as concepções e as práticas pedagógicas de uma professora e de um professor a respeito de direitos humanos, cidadania e gênero em uma escola de Educação Infantil Municipal. Mediante pesquisa qualitativa, desenvolvida por meio de pesquisas bibliográfica e de campo, observaram-se as práticas pedagógicas do professor e da professora e, ao final, realizaram-se entrevistas com o professor, a professora, a diretora, a coordenadora pedagógica e uma atendente de uma escola de Educação Infantil Municipal de Padre Nóbrega, Distrito da cidade de Marília/SP. A Educação Infantil por ser responsável pelos primeiros contatos da criança com um grupo diferente do familiar representa um espaço para a compreensão da coletividade e da importância de pertencimento, aspectos que se referem à cidadania, além disso, essas interações sociais também incidem na construção da identidade de gênero da criança. Educar em direitos humanos, nesse sentido, representa a possibilidade de atuar na compreensão de que essa convivência significa os primeiros passos para a construção de uma sociedade democrática, além de proporcionar a reflexão de que as diferenças existentes entre homens e mulheres não podem ser consideradas justificativas para desigualdades. As desigualdades em questão podem ser reconhecidas na própria composição do corpo docente da Educação Infantil em que a maioria é de mulheres devido à associação da mulher à figura materna e, portanto, aos cuidados, aos baixos salários e à desqualificação profissional, aspectos que se justificam pelos estereótipos que delimitam o que é próprio para mulheres e homens. Observou-se... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In this thesis, we present research results of Master of Education (Grant CNPq - April 2009 to January 2011), which aimed to verify the concepts and teaching practices of a men teacher and a woman teacher regarding human rights , citizenship and gender in an early childhood education center hall. Through qualitative research developed through research literature and field, we observed the teaching practices of the men teacher and the woman teacher and, in the final, held interviews with the men teacher, the woman teacher, the principal, the school coordinator and an attendant an early childhood education center Municipal Padre Nobrega, District of the city of Marília-SP. Preschool education for being responsible for the child's first contact with a different group of family represents a space for understanding the importance of community and belonging, something that refers to citizenship, in addition, these social interactions also affect the construction of identity gender of the child. Educating in human rights, in this sense represents the ability to act on the understanding that this coexistence means the first steps towards building a democratic society, and provide a reflection of the differences between men and women can not be considered justification for inequalities. The inequalities in question can be recognized in the composition faculty of early childhood education where the majority of women is due to association of women for their mothers and thus to care, low wages and lack of professional qualification, all of wich are justified by the stereotypes that delimit what is proper for women and men. It was noted that although this school has a men teacher on its faculty a fact that could allow the discussion about the stereotypes that elect a woman as an ideal to work in early childhood education, school organizations... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-06-11T19:28:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-01-13Bitstream added on 2014-06-13T18:57:16Z : No. of bitstreams: 1 oriani_vp_me_mar.pdf: 469174 bytes, checksum: 0488d205dadc4f63c5656f362f01e1ca (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Nesta dissertação, apresentam-se resultados de pesquisa de Mestrado em Educação (Bolsa CNPq – abril de 2009 a janeiro de 2011) que teve como objetivo geral verificar as concepções e as práticas pedagógicas de uma professora e de um professor a respeito de direitos humanos, cidadania e gênero em uma escola de Educação Infantil Municipal. Mediante pesquisa qualitativa, desenvolvida por meio de pesquisas bibliográfica e de campo, observaram-se as práticas pedagógicas do professor e da professora e, ao final, realizaram-se entrevistas com o professor, a professora, a diretora, a coordenadora pedagógica e uma atendente de uma escola de Educação Infantil Municipal de Padre Nóbrega, Distrito da cidade de Marília/SP. A Educação Infantil por ser responsável pelos primeiros contatos da criança com um grupo diferente do familiar representa um espaço para a compreensão da coletividade e da importância de pertencimento, aspectos que se referem à cidadania, além disso, essas interações sociais também incidem na construção da identidade de gênero da criança. Educar em direitos humanos, nesse sentido, representa a possibilidade de atuar na compreensão de que essa convivência significa os primeiros passos para a construção de uma sociedade democrática, além de proporcionar a reflexão de que as diferenças existentes entre homens e mulheres não podem ser consideradas justificativas para desigualdades. As desigualdades em questão podem ser reconhecidas na própria composição do corpo docente da Educação Infantil em que a maioria é de mulheres devido à associação da mulher à figura materna e, portanto, aos cuidados, aos baixos salários e à desqualificação profissional, aspectos que se justificam pelos estereótipos que delimitam o que é próprio para mulheres e homens. Observou-se... / In this thesis, we present research results of Master of Education (Grant CNPq - April 2009 to January 2011), which aimed to verify the concepts and teaching practices of a men teacher and a woman teacher regarding human rights , citizenship and gender in an early childhood education center hall. Through qualitative research developed through research literature and field, we observed the teaching practices of the men teacher and the woman teacher and, in the final, held interviews with the men teacher, the woman teacher, the principal, the school coordinator and an attendant an early childhood education center Municipal Padre Nobrega, District of the city of Marília-SP. Preschool education for being responsible for the child's first contact with a different group of family represents a space for understanding the importance of community and belonging, something that refers to citizenship, in addition, these social interactions also affect the construction of identity gender of the child. Educating in human rights, in this sense represents the ability to act on the understanding that this coexistence means the first steps towards building a democratic society, and provide a reflection of the differences between men and women can not be considered justification for inequalities. The inequalities in question can be recognized in the composition faculty of early childhood education where the majority of women is due to association of women for their mothers and thus to care, low wages and lack of professional qualification, all of wich are justified by the stereotypes that delimit what is proper for women and men. It was noted that although this school has a men teacher on its faculty a fact that could allow the discussion about the stereotypes that elect a woman as an ideal to work in early childhood education, school organizations... (Complete abstract click electronic access below)

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Versa sobre a Representação televisiva dos direitos humanos no Brasil, na qual buscarei averiguar como se dá o discurso telejornalístico acerca desses direitos e o que isso representa. Discute conceitos e características apresentados por alguns autores acerca de temas relacionados à mídia, bem como em relação aos direitos humanos. Explica o histórico e a evolução da televisão no Brasil e dos direitos humanos no plano nacional e internacional. Defende a manipulação como um conceito ainda relevante para se entender a relação que se estabelece entre a mídia e o seu usuário. Acentua o aspecto omissivo na violação do direitos humanos no Brasil, fazendo com que estas violações sejam menos flagrantes, pelo menos da perspectiva midiática. Conclui pela marginalização de temas como educação, saúde e emprego em detrimento de outros como violência, segurança e repressão, posto que em ambos os telejornais pesquisados, mais de 60% das reportagens estão relacionados a estes últimos. / This study is about television representations of human rights in Brazil, in which I shall persecute to investigate how the TV news speech treats those rights and what it represents. It discusses the concept and characteristics presented by some authors on topics related to media and also human rights. It explains the history and evolution of television in Brazil and of human rights at national and international levels. If advocates manipulation as a relevant concept in order to understand the established relationship between the media and its users. It highlights the omission aspect in the violation of human rights in Brazil, which makes those violations less egregious, at least from the perspective of media. It concludes that there is a marginalization of topics such as education, health and employment over others as violence, repression and security, once that in both surveyed TV news, over 60% of the news are related to these last topics.

In certain contemporary Muslim majority states apostasy and blasphemy are not merely religious sins; they are acts which potentially have legal, or extra-legal, consequences. Although apostasy has not been criminalised in many such states, extrajudicial killings of apostates are carried out by some extremist groups and individuals. Such groups always justify these murders of fellow Muslims and non-Muslims on the grounds of apostasy and blasphemy. The concept and use of takfir (excommunication) is also a serious issue in Muslim majority states. Groups such as Daesh (also known as Islamic State of Iraq and Syria) rely on takfir to attack fellow Muslims, despite there being no legal basis in Shari’a for the use of takfir or for criminalising apostasy. Although the concept was developed by people, not God, takfir are now being used to bypass rational human judgement. Their use plays a major role in many of the religious issues confronting Muslim majority states, such as the criminalisation of apostasy and blasphemy. This thesis analyses the central issues of apostasy, blasphemy and takfir collectively, as their history and their contemporary use and misuse by extremist groups are inextricably entwined. The key finding is that the right to punish apostasy and blasphemy and to issue declarations of excommunication (takfir), all originally reserved in Islam for God only, have been appropriated by man. Through developments in the understandings of these concepts, all three have come to be seen by some scholars and ordinary believers as a ‘right of man’. This evolution in interpretation and in application is inconsistent with Shari’a law.

A Comissão Interamericana de Direitos Humanos é uma instância jurídico política que integra o Sistema Interamericano de Direitos Humanos e é responsável pela análise de denúncias de violações a direitos ocorridos nos diversos países das Américas. A proposta deste trabalho é analisar as decisões de admissibilidade, mérito e acordos de solução amistosa publicadas pela Comissão e verificar a incidência de casos de violação a direitos humanos das mulheres. Mais do que simples casos em que a mulher é vítima, os casos objeto de análise deste trabalho apresentam situações em que justamente a violência ocorreu porque a vítima é do sexo feminino. Esta pesquisa congrega dados quantitativos e qualitativos sobre a ocorrência destas demandas no Sistema Interamericano de Direitos Humanos e os impactos que as decisões da Comissão trazem para a observância dos direitos humanos das mulheres na região, bem como para a própria reformulação do conceito de direitos humanos / The Inter-American Commission on Human Rights is a political and juridical instance which is part of the Inter-American Human Rights System and analyzes human rights violations reports in many countries in the American continent. This research evaluates the rulings of admissibility, merit and friendly solution agreements published by the Commission; it also verifies the frequency of womens human rights violation cases. More than just simple cases in which a woman is a victim, these analyzed episodes show that the violence took place precisely because the victim was a woman. This dissertation is based upon quantitative and qualitative data concerning the occurrence of these cases in the Inter- American Human Rights System and the impact that this decisions had on womens human rights observance in the region and on the re-formulation of human rights concept itself.

LL.M. / Please refer to full text to view abstract

The return of a body, alive (sas, lit. ‘breath’) or dead (las) is a recurring demand of relatives of the disappeared in Nepal. Hundreds of people were disappeared by state security forces or abducted by the Maoists during the armed conflict (1996-2006). Uncertainty surrounds their whereabouts and their fate remains unconfirmed. Not knowing for certain whether someone is alive or dead is a painful predicament for relatives. Their loss remains ambiguous: there is no body, only an abrupt rupture in their lives. This thesis explores how the effects of disappearances reverberate in the details of relationships within families, with local communities and with the state. The disappeared person’s absence becomes a disruptive and unsettling presence, and has had particular effects for women whose husbands have disappeared. When people ‘disappear,’ the fragile line between life and death is disrupted: lives and deaths are held in limbo. This thesis explores the social repercussions and the political uses that have been made of this. Ambiguity is both what makes disappearances a particularly difficult kind of loss to bear for relatives; and what makes ‘the disappeared’ a potent political and moral symbol in continuing contests over the state in the aftermath of the war. The relationship between the personal experiences of relatives and the projects of actors seeking to influence the state is complex and over-layered. For relatives, the gap between life and death is paradoxically both a source of hope and of despair. On a political level it becomes a space of ambiguity upon which statecraft is performed. In Nepal, the search for disappeared relatives developed into collective campaigns demanding truth, justice and compensation from the state. This thesis examines how these campaigns, directed by the Maoist party on the one hand and human rights organisations on the other, whilst advocating for relatives of the disappeared have simultaneously utilised the ‘disappeared’ for their own projects to transform or reform the state. The appropriation of the disappeared as political symbols, has involved inscribing them with new identities as ‘conflict victims’ or as ‘disappeared warriors’. The thesis suggests that the absent bodies of the disappeared have been drawn into different contests of sovereignty. It explores how this politicisation both influences the ways in which relatives come to interpret and experience their loss, and is ultimately often rejected by them. In demanding the return of a body, relatives seek to retrieve the person from the political entanglements of contests over sovereign authority: to reclaim the personal from the political.

As places where multiple cultures, faiths, and artistic practices come together, museums exist as physical sites of intersection. They are at once sites of debate, dialogue, protest, and partnership. This intersection uniquely positions museums as capable of tackling challenging subject matter related to human rights and global justice. Through interviews conducted with heritage professionals from eight different institutions across Canada, this dissertation analyses the curatorial practices, methods of collections research, exhibition design strategies, educational programming, and public outreach initiatives of these institutions as they relate to Canada’s three official national apologies delivered in the House of Commons for: The Japanese Canadian Internment during World War II; the Chinese Head Tax and Exclusions Laws; and Indian Residential Schools. This research considers: (1) how are human rights abuses that have occurred in Canada are presently being defined and displayed in Canadian galleries and exhibition spaces; (2) the nature of collaborations and partnerships involved when designing exhibitions of this nature; and (3) the role of both material culture and survivor testimony in processes of creating human rights exhibitions. As a multi-sited ethnographic study into the process of museological project design, the results of this research provide valuable insights into the challenges faced and the strategies deployed by heritage professionals when working with difficult subject matter. This research finds that emotional experiences play a large factor in processes of project development about challenging subject matter. Working with survivors of trauma is not just about creating a successful exhibition; in the end, the exhibition is but one part of the museological process. Museological work of this nature typically involves working directly with survivors of trauma, with exhibitions more often driven in development by the personal narratives shared by survivors and less so by objects in collections. As such, this strain of museological work comes with the possibility for survivors to heal from past trauma through the sharing of their experiences and this healing is part of the transformative potential of museological work. Additionally, this research strongly indicates that the flexibility of smaller, community-driven institutions, where the needs of project participants are central to the curation process, stand as strong examples of human rights work produced through the space of the museum. As such, partnerships between smaller galleries and larger museums exist as valuable sites of institutional collaboration in Canada. Finally, this research indicates museums are situated as key players in the ongoing development of human rights discourses in Canada. Museums create and contribute to the public’s legal understandings of rights and justice as produced through the pedagogies of museum practice, and these pedagogies come to educate the public about acts of discrimination, cultural inequality, violence, and genocide that have occurred in Canada. Such contributions position museums as public institutions as valuable to 21st century rights-based research in Canada. / Graduate

This thesis analyses the implementation and impact of a succession of reform policies in a reasonably typical county in central China between 1978 and 2013. Three phases in the recent history of Li County – a fairly representative microcosm – are examined. These phases emerged as China witnessed transitions across three generations of the central leadership. This study pays special attention to certain key reforms: the allocation of lands to households, the development of Township and Village Enterprises, and self-governance for villagers in the 1980s; the decentralisation of fiscal authority, and the tax sharing system in the 1990s; and the reforms of taxes and fees, reforms beneficial to agriculture, and other supporting reforms from 2000 to 2013. By assessing the implementation of these policies in one predominantly agrarian county in central China – in which 81.5% of the population was rural in 2010 - the thesis attempts to present a vivid picture of what has been happening in China, and to explain why China became what it is now. It also seeks to contribute to an understanding of the diverse political and social impacts of the reforms. The methodology which the current study employs is mainly qualitative. The findings in the thesis are based in part on secondary sources, but it mainly relies on two types of primary sources, which were examined during several phases of fieldwork between 2011 and 2013. First, documentary materials archived by many government departments at different levels within the county were consulted. Second, oral evidence was collected through recorded interviews with local party cadres and peasants in 53 villages in thirty townships within the county. The quantitative data set out in the thesis is drawn either from official statistics or from personal testimonies. The two sets of evidence complement each other, enable cross checking, and lend credibility to this analysis. They help us to understand conflicts that arose amid reform between different groups, and between traditional customs and modern values – and the strategies that have been adopted by a diversity of actors to ease those conflicts and to stabilise society. They also yield insights into the economic, social and environmental impediments which confronted the reform process, and into both the hardships and opportunities which ordinary people encountered.