[No Abstract]

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Ronald L. Mullis, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Jan. 15, 2004). Includes bibliographical references.

This thesis examines the construction of ethnic identity, autonomy and indigenous citizenship in plurinational Bolivia. In 2009, the Kallawayas, an Andean indigenous nation, took advantage of legislation in Bolivia's new constitution to begin a process of legally constituting themselves as autonomous from the state. The objective of Indigenous Autonomy in the constitution is to allow indigenous nations and peoples to govern themselves according to their conceptions of ‘Living Well'. Living well, for the Kallawayas is understood in terms of what it means to be runa, a person living in the ayllu (the traditional Andean community). The Kallawayas are noted as healers, and sickness and health is understood as related to the maintenance of a ritual relationship of reciprocity with others in the ayllu, both living humans and ancestors, remembered in the landscape. Joint ritual relations with the landscape play an important role in joining disparate Kallawaya ayllus with distinct traditions and languages (Aymara, Quechua and the Kallawaya language Macha Jujay are spoken) together as an ethnic group. However, Kallawaya politics has followed the trajectory of national peasant politics in recent decades of splitting into federations divided along class and ethnic lines. The joint ritual practices which traditionally connected the Kallawaya ayllus adapted to reflect this new situation of division between three sections of Kallawaya society. This has meant that the Kallawayas are attempting political autonomy as an ethnic group when they have never been more fractured. This thesis then examines the meaning of autonomy and the Good Life for a politically divided and ethnically diverse indigenous people.

Submitted by Lana Jesus (lanatuanborges@hotmail.com) on 2015-11-19T22:31:45Z No. of bitstreams: 1 DISSERTAÇÃO -LANA BORGES.pdf: 8060743 bytes, checksum: f8e1143e7680c2194c3f1f6fa7d45a08 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-11-24T14:24:00Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO -LANA BORGES.pdf: 8060743 bytes, checksum: f8e1143e7680c2194c3f1f6fa7d45a08 (MD5) / Made available in DSpace on 2015-11-24T14:24:00Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO -LANA BORGES.pdf: 8060743 bytes, checksum: f8e1143e7680c2194c3f1f6fa7d45a08 (MD5) / Capes / Esta dissertação de Mestrado pretende abordar a temática do Atendimento Educacional Especializado (AEE) para a inclusão de crianças com cegueira na Educação Infantil,considerando os principais contextos que as mesmas participam: a família, a escola e o Centro de Atendimento Educacional Especializado. Esta pesquisa parte do pressuposto de que atividades assertivas no AEE, realizadas em parceria com os diversos contextos de desenvolvimento que a criança com cegueira está circunscrita, são potencializadoras de vivências escolares positivas, facilitando o seu aprendizado, contribuindo para a eficácia da inclusão escolar. Considerando que o Ministério da Educação, através das Diretrizes Curriculares Nacionais para Educação Infantil preconiza para a Educação Infantil como eixos norteadores das práticas pedagógicas com crianças, as interações e a brincadeira, e entendendo que os mesmos englobam diferentes dimensões, amplas e complexas, foi feito um recorte, centrando-se na investigação da construção da identidade e autonomia da criança cega a partir dos referidos eixos. O estudo insere-se no campo das pesquisas qualitativas, do tipo estudo de caso, tendo como objetivo geral compreender as diferentes contribuições do Atendimento Educacional Especializado para a inclusão de crianças com cegueira na Educação Infantil, considerando o desenvolvimento da sua identidade e autonomia, a partir das perspectivas da profissional especializada, da família e da professora da classe comum. O lócus da pesquisa foi o único Centro de Atendimento Educacional Especializado (CAEE) que atende alunos com deficiência visual na faixa etária da Educação Infantil no município de Salvador e duas escolas comuns do município que as crianças do presente estudo estão incluídas, tendo como sujeitos: duas crianças cegas atendidas pelo referido CAEE que estejam incluídas na escola comum, profissionais que realizam Atendimento Educacional Especializado do referido CAEE, as professoras da escola comum que atuam com essas crianças e os familiares responsáveis pelo acompanhamento escolar das crianças. Os principais referenciais teóricos são as concepções da teoria histórico cultural e a teoria bioecológica do desenvolvimento humano. Os dados foram coletados mediante: entrevista semiestruturada, gravada em áudio, com a profissional especializada, a professora da escola comum e o familiar da criança cega; observação sistemática da criança cega no seu contexto escolar, com registro em vídeo; análise dos documentos da instituição sobre o acompanhamento da criança. As informações coletadas foram analisadas através da triangulação de dados, buscando agregar as informações das diferentes fontes da pesquisa, apresentando e discutindo os dados sobre a relevância da interação entre os contextos para a construção da identidade, autonomia e inclusão escolar da criança com cegueira. Os dados revelaram que as crianças cegas investigadas participam de ambientes estimuladores que permitiram que ambas pudessem construir a consciência de si mesmas, definir preferências, desejos e vontades, além de adquirir ações autônomas. As professoras, sob a orientação da equipe multidisciplinar do CAEE, conseguiram realizar estratégias pedagógicas diferenciadas, contemplando as necessidades educacionais específicas de cada criança. / ABSTRACT: This Master's dissertation aims to address the issue of Specialized Educational Service (SES) for the inclusion of blind children in kindergarten, considering the main contexts in which they participate: the family environment, the school environment and the Specialized Educational Service Center. This research assumes that the assertive activities in the SES, carried out in partnership with various development contexts that the blind children are restricted, are intensifying positive school experiences, facilitating their learning, contributing to the effectiveness of educational inclusion. Whereas the Ministry of Education, through the National Curricular Guidelines for Early Childhood Education advocates for Early Childhood Education as guiding principles of pedagogical practices with children, interactions and games, and understanding that they include different, large and complex dimensions, an approach was made, focusing on the research of the construction of identity and autonomy of blind children from these areas. The study is part of the field of qualitative research, case study type, aiming to understand the different contributions of the Specialized Educational Service for the inclusion of blind children in kindergarten as its general goal, considering the development of their identity and autonomy, from the perspective of a specialized professional, the family and the common class teacher. The study locus was the only Specialized Educational Service Center (CAEE in Portuguese) that serves visually impaired children in the age group of childhood education in the city of Salvador, and two regular schools from the city where the children of this study are included, having as subjects: two blind children assisted by the said CAEE who are included in regular schools, professionals who perform Specialized Educational Service in the said CAEE, the regular school teachers who work with these children and the family members responsible for the children’s school support. The main theoretical references are the concepts of cultural and historical theory and the bio-ecological theory of human development. The data were collected through: semistructured interviews, recorded in audio, with the specialized professional; the teacher of the regular school and the family member of the blind children; systematic observation of the blind children in their school environment, with video recording; analysis of the institution's documents on the children's monitoring. The information collected was analyzed by data triangulation, seeking to add the information from the different sources of research, presenting and discussing the data on the importance of interaction among contexts for the construction of identity, autonomy and educational inclusion of blind children. The data revealed that the blind children investigated participate in stimulating environments that allowed both of them to build awareness of themselves, set preferences, wishes and desires, in addition to acquiring autonomous actions. The teachers, under the guidance of the CAEE multidisciplinary team, managed to realize differentiated teaching strategies, considering the specific educational needs of each child.