Nigerians have been opting for a more processed Western diet. These changes in dietary choices have aligned with obesity and undernutrition, attributable to micronutrient deficiencies or malnutrition. Many scholars have presented varying intervention strategies ranging from consumption of a variety of foods containing the necessary micronutrients to food fortification. The purpose of this grounded theory study was to explore the perceptions of women in an urban city in Nigeria on indigenous foods and Western dietary influences to determine social interactions, the consequence of the interactions, and the women’s current perceptions of food choices. The social-ecological model was used to explore the interaction between a woman and her environment. Women between the ages of 20 to 30 from the urban city of Jos, Nigeria, constituted the population of interest, and 12 women were chosen for the sample. From the in-depth interviews, a thematic analysis was employed to provide sociocontextual reasoning for changes in diet that have led to the loss of interest in traditional foods and cultures. This study found that Jos has a variety of foods, yet women choose the same staple foods to feed their families. Additionally, despite a marginal understanding of the health impact of diet, most women choose the convenience and palatability of Western options, citing cost as the rationale for choosing to cook staple Western-inspired meals at home. Understanding media, convenience, and cost can impact social change by enlightening communities on the interconnectedness of human health, cultures, and industrialization. Health care providers can monitor the outcomes of those who consume a variety of indigenous foods to see how such a practice could influence the overall health status of Nigerian families.

In recent years I have been working on topics related to Post-colonialism in South America, as well as the conditions of immigrants in Europe. The main interest of my work involves questions about my roots and personal stories of migration. This situation has been the engine of my art for the last ten years. Through my installations, I have tried to express or represent some certain facts, that have marked the post-colonial situation in Latin America and Europe over the last years.  The slavery and exploitation of illegal labor are common working conditions for many people in South America, especially for those located in the jungles and slums. The Indigenous culture -its languages, values and traditions- have begun to disappear and been displaced by Western culture. Here in Europe, on the other hand, I feel 'alien' to the territory of my ancestors, due to the fact that my family comes from European immigrants in Argentina. Illegal labor has been also a part of my life, having experienced the condition of 'otherness' in Europe. Therefore, this project reflects upon my personal experience in relation to the unfair conditions of labor in autochthonous communities, researching the concept of 'otherness' taken from Post-colonial theories. It is for this purpose, that my methodologies include self-reflection, parallelism and metaphor. One of my purposes is toreveal those 'fake stories' used by the European acculturation in South America. I called these fake stories 'strategies', as they were used by the Colony for the reconstruction of a new National Identity in those countries. Therefore, convincing the Indigenous culture to adopt Western culture. The parts of my essay are a metaphor of different stages of narcotic's production, best called 'mobile labs' of the Amazon jungle.I have taken this concept to tell my story and to build up the laboratory as final representation. The first stage of this process is to weigh and measure the ingredients, followed by a mixture of substances and chemicals. Once mixed, it proceeds to three stages of filtering and purification. Then it is subjected to a press for semi-solid consistency and introduced into the oven to reach the compact state. The blocks will finally be packed with plastic film and adhesive tape, protecting them from adverse environmental conditions during transport and storage. Each chapter of this essay is also connected to the 'machines' constructed for my solo exhibition, following the same steps of Purification. Through this essay, I wanted to broaden my concept relating three main aspects: the colonial strategies of domination in South America, my personal work experience in Europe, and finally the unfair working conditions in marginal societies. Each of the 'machines' constructed for my installation is functional, ready to be activated according to the different parts of the cooking process and as a representation of a 'production line' in the system of labor. I also have chosen to wrap my body, as well as carefully chosen representative objects of the popular culture of South America, to finally pack them in cling film. As a result of this process of Purification, I have produced the 'final products' ready to be consumed here in the Western European countries.

Submitted by Kamila Costa (kamilavasconceloscosta@gmail.com) on 2015-06-22T18:35:35Z No. of bitstreams: 1 DISSERTAÇÃO-PIERLANGELA N DA CUNHA.pdf: 1219043 bytes, checksum: 19f227f2b257b1dd173fb15978319633 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-07T14:59:31Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO-PIERLANGELA N DA CUNHA.pdf: 1219043 bytes, checksum: 19f227f2b257b1dd173fb15978319633 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-07T14:57:24Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO-PIERLANGELA N DA CUNHA.pdf: 1219043 bytes, checksum: 19f227f2b257b1dd173fb15978319633 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-07T15:04:09Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO-PIERLANGELA N DA CUNHA.pdf: 1219043 bytes, checksum: 19f227f2b257b1dd173fb15978319633 (MD5) / Made available in DSpace on 2015-07-07T15:04:09Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO-PIERLANGELA N DA CUNHA.pdf: 1219043 bytes, checksum: 19f227f2b257b1dd173fb15978319633 (MD5) Previous issue date: 2013-11-27 / Não Informada / In recent years, there is increasing advocacy by indigenous peoples, to put the indigenous culture in the school curricula in communities. This has generated intense debates between the movement of indigenous teachers and governments, as well as the creation of specific legislation has generated conflict on official bodies dealing with indigenous education. Many indigenous schools, throughout these 25 years, have increasingly entered the indigenous culture in their curricula. Therefore, this study was conducted to analyze the process of inclusion of indigenous culture in the school curriculum of indigenous communities from 1988 to the present day. To analyze what was the impact of this process to Wapichana people, we developed a case study with a qualitative approach through archival and field research in the State Indigenous School Tuxaua Luiz Cadete, which is located in the Community of Canauanim, Serra da Lua region, Cantá town, in Roraima. That community has a population of 978 Indians, divided into 168 families, and the school has, according to the 2012 school census, 275 students, 20 teachers, 01 staff and 01 administrative area School Manager. So the research was conducted through semi-structured interviews with 15 people: 04 teachers, 05 students, 02 indigenous leaders, and responsible for 04 students. We also did direct observation during extra activities and events held by the school. Thus, we found that the inclusion of culture in the curriculum Wapichana State School Indigenous Tuxaua Luiz Cadete has served as an instrument of resistance to these people. Even with advances in educational public policy, there are still several clashes with the state due to lack of flexibility in administrative, educational, and regulatory frameworks of the State Education and Sports Secretary. In spite of many advances in relation to the curriculum and pedagogical practices adopted by teachers, there is no clarity on how to evaluate activities related to traditional elements of culture. Moreover, there is little motivation for students and their parents to be more involved in these activities and the construction of a curriculum that enables students to assert their identity and strengthen the corporate design Wapichana people. / Nos últimos anos, há uma crescente defesa, por parte dos povos indígenas, de inserir a cultura indígena nos currículos das escolas nas comunidades. Isso tem gerado intensos debates entre o movimento de professores indígenas e os Governos, assim como também a criação de legislações específicas tem gerado conflitos nas instâncias oficiais que tratam da educação escolar indígena. Muitas escolas indígenas, ao longo desses 25 anos, têm crescentemente inserido a cultura indígena em seus currículos. Por isso, esse estudo realizou a análise do processo de inserção da cultura indígena no currículo escolar das comunidades indígenas de 1988 até os dias atuais. Para analisar qual foi a repercussão desse processo para o povo Wapichana foi desenvolvido um estudo de caso com abordagem qualitativa através de pesquisa documental e de campo na Escola Estadual Indígena Tuxaua Luiz Cadete, localizada na Comunidade do Canauanim, região Serra da Lua, município de Cantá, em Roraima. A referida comunidade tem uma população de 978 indígenas, dividida em 168 famílias, sendo que escola tem, segundo os dados do censo escolar 2012, 275 alunos, 20 professores, 01 funcionário da área administrativa e 01 Gestor Escolar. Assim a pesquisa foi realizada através de entrevistas semiestruturadas com 15 pessoas, sendo com 04 professores, 05 alunos, 02 lideranças indígenas e 04 responsáveis por alunos. Também foi realizada a observação direta, nas atividades extraclasses e nos eventos realizados pela escola. Dessa forma, foi possível identificar que a inserção da cultura Wapichana no currículo da Escola Estadual Indígena Tuxaua Luiz Cadete tem servido com um instrumento de resistência para esse povo. Mesmo havendo avanços nas políticas públicas educacionais, ainda há vários embates com o Estado devido a pouca flexibilidade nas estruturas administrativas, pedagógicas e normativas da Secretaria de Estado da Educação e Desportos. Apesar de constatar que houve muitos avanços em relação ao currículo e às práticas pedagógicas adotadas pelos professores, ainda falta clareza de como avaliar as atividades relacionadas aos elementos tradicionais da cultura. Além disso, há pouca motivação para que os alunos e seus responsáveis se envolvam mais nessas atividades e na construção de um currículo que possibilite o aluno a afirmar sua identidade e fortalecer o projeto societário do povo Wapichana.

Denne avhandlingen studerer de litterære verkene til den samiske forfatteren Matti Aikio, samt det nedslag hans verk hadde i samtidens Norge. Aikios romaner, artikler, skuespill og billedkunst ble skapt i tidsrommet 1904-29, en periode da Norge som ny selvstendig nasjonalstat hadde begrenset toleranse med sin samiske minoritet. En slik etnisk kultur-forståelse var i samsvar med samtidens rådende sosial-darwinisme, på overgangen fra kolonialisme til imperialisme. I slike omgivelser fremsto Matti Aikio som norsk forfatter med bøker skrevet på norsk – men med et selvvalgt samisk-lydende kunstnernavn. Det er avhandlingens mål å avdekke en mulig notsetningen mellom storsamfunnets forventning om assimilasjon og Aikios diskrete presentasjon av samiske verdier i sitt verk og virke. Det blir diskutert om nettopp valg av virkemidler førte til mistenkeliggjøring fra samtidens samiske talsmenn, men at ettertiden har vist at Aikios insistering på samarbeidslinje ville gi bedre langsiktige resultater for samisk språk og kultur. Samtidig søker analysen å underbygge at Aikio selv fikk en økt forståelse for den samiske kulturens mangfold i løpet av sin karriere – samtidig som taktikken endret seg i forfatterens langsiktige strategi om full likestilling for den samiske minoriteten. Fra å hevde at den ekte samiske kulturen bare fantes i Karasjok, endte han med en mer moderne og inkluderende forståelse av en samisk folkegruppe med et mangfold av språk og kulturuttrykk. / This dissertation is a study of the literary works by the Sami author Matti Aikio, and of the impact his work had in Norway in his time. Aikio’s novels, articles, dramas and paintings were produced in the time period 1904−1929, a period when Norway as an independent nation state had limited tolerance for its Sami minority. Such an ethnic cultural understanding corresponded with the prevailing sentiment of social Darwinism of the time, in the transition from colonialism to imperialism. In this context Matti Aikio emerged as a Norwegian author with books written in Norwegian – but under a personally chosen, Sami sounding nom de plume. The objective of the dissertation is to disclose a possible contradiction between greater society’s expect­ations regarding assimilation and Aikio’s discreet presentation of Sami values in his literary works and professional activity. It has been discussed whether precisely the choice of tools at hand served to undermine his credibility with the Sami spokesmen of the time, but after the fact it has become evident that Aikio’s insistence on a collaborative line would have far better long-term results for the Sami language and culture. The analysis simultaneously seeks to substantiate that Aikio personally acquired a greater understanding of the diversity of the Sami culture in the course of his career – while simultaneously the tactics of the author’s long-term strategy for full equality for the Sami minority changed. From maintaining that the true Sami culture was found only in Karasjok, he ended up with a more modern and inclusive understanding of a Sami ethnic group with a multitude of languages and cultural expressions.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-19T18:49:20Z No. of bitstreams: 1 AriadneBanchiOliveira2.pdf: 2329465 bytes, checksum: 7d959c0e1f9185ff0c0824b8441b5128 (MD5) / Made available in DSpace on 2016-08-19T18:49:20Z (GMT). No. of bitstreams: 1 AriadneBanchiOliveira2.pdf: 2329465 bytes, checksum: 7d959c0e1f9185ff0c0824b8441b5128 (MD5) Previous issue date: 2015-09-09 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Study on Hip Hop as communication process and sociability among indigenous youth of Dourados, Mato Grosso do Sul, to see which major motion practice goals Hip Hop, understand it serves as communication, it contributes to the strengthening of the Guarani language or generates new social tensions on the reservation. To that end, we analyzed historical aspects of the movement, through the Cultural Studies, and how Social Movement, beginning the discussion of an alternative voice through Hip Hop. From a methodological point of view, it is a case study, with representatives of youth groups Brô Mc's and Jovens Conscientes, the Jaguapirú and Bororó reserves, Guarani Kaiowá ethnic groups of Dourados (MS). Semi-structured interviews were conducted with young people who participated in the hip hop workshops, indigenous leaders and teachers. Research is complemented by bibliographical, documentary research and analysis of rap lyrics in confrontation with the views of the press, from the analysis of the Diário MS and O Progresso. The results show that young people take ownership of a global culture to transform the local environment in order to preserve the Guarani language, an alternative to knowledge, just not to follow paths as the drug. Trading speak about their reality, inside and outside the reserve, since the local media there is little room for the voice of indigenous and within the reserve there is still contesting the move in a political context in an attempt to achieve a "pure" culture due to the concern of the older with the loss of territory. / Estudo sobre o Hip Hop como processo comunicacional e sociabilidade entre jovens indígenas de Dourados, Mato Grosso do Sul, para verificar quais os principais objetivos da prática do movimento Hip Hop, compreender se serve como comunicação, contribui para o fortalecimento da língua guarani ou gera novas tensões sociais na reserva. Para tanto, foi analisado aspectos históricos do movimento, passando pelos Estudos Culturais, e como Movimento Social, dando início à discussão de uma voz alternativa por meio do Hip Hop. Do ponto de vista metodológico, trata-se de um de estudo de caso, com representantes dos grupos de jovens Brô Mc's e Jovens Conscientes, das reservas Jaguapirú e Bororó, das etnias Guarani-Kaiowá de Dourados (MS). Foram realizadas entrevistas semiestruturadas junto a jovens que participaram das oficinas de hip hop, das lideranças indígenas e professores. A investigação é complementada pela pesquisa bibliográfica, documental e análises das letras de rap em confrontação com as visões da imprensa, a partir da análise dos jornais Diário MS e O Progresso. Os resultados apontam que os jovens se apropriam de uma cultura global para transformar o ambiente local com objetivo de preservar a língua guarani, uma alternativa para o conhecimento, logo para não seguirem caminhos como o das drogas. Negociando falas sobre sua realidade, dentro e fora da reserva, já que nos meios de comunicação locais há pouco espaço para a voz dos indígenas e dentro da reserva ainda há contestação do movimento em um contexto político, na tentativa de atingir uma cultura “pura”, devido à preocupação dos mais velhos com a perda de território.

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-01-11T14:35:37Z No. of bitstreams: 1 DISS_2015_Gerda Langmantel Eichholz.pdf: 1561502 bytes, checksum: 838b920054750dbee272a7e9145c4f63 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-01-11T14:50:33Z (GMT) No. of bitstreams: 1 DISS_2015_Gerda Langmantel Eichholz.pdf: 1561502 bytes, checksum: 838b920054750dbee272a7e9145c4f63 (MD5) / Made available in DSpace on 2017-01-11T14:50:34Z (GMT). No. of bitstreams: 1 DISS_2015_Gerda Langmantel Eichholz.pdf: 1561502 bytes, checksum: 838b920054750dbee272a7e9145c4f63 (MD5) Previous issue date: 2015-04-28 / CNPq / A presente dissertação discute as aprendizagens sobre a Lei 11.645/08 na experiência intercultural que ocorreu durante a realização dos XII Jogos dos Povos Indígenas (XII JPI) realizados em Cuiabá-MT, tendo como base a formação dos professores na perceptiva da educação intercultural que visou preparar professores e alunos das escolas públicas do município para o encontro com o Outro, o indígena. O objetivo da pesquisa foi compreender como se estabeleceram as relações entre os saberes e fazeres dos professores e os saberes e fazeres que, numa perspectiva intercultural, é evidenciada a partir dos alunos, podem qualificar a prática pedagógica na perspectiva da inclusão das histórias e culturas dos povos indígenas na escola. Para tal, a pesquisadora participou desde o processo de elaboração e execução do curso de formação, do acompanhamento aos projetos pedagógicos dos professores que participam do curso ofertado pela UFMT, até a organização e acompanhamento aos alunos com seus professores, aos Jogos dos Povos Indígenas. A investigação teve por base a pesquisa-ação de abordagem qualitativa, que utilizou como instrumentos: o questionário, caderno de campo e a filmagem. Nessa pesquisa qualitativa, os conflitos entre a concepção colonialista e a pós-colonialista se evidencia, trazendo a tona tanto os conflitos vivenciados como migrante em terras indígenas, quanto como professora que se defronta com os preconceitos aos indígenas nas escolas da cidade. A dinâmica da pesquisa e da pesquisadora se fundem e levam ao aprofundamento dos referenciais que fundamentam os conflitos etnicoraciais e etnicoculturais em Mato Grosso, cujo conflito de terra se dá pela ganancia do agronegócio e colonização permanente com a defesa do direito dos povos nativos manterem-se nos territórios tradicionais de seus ancestrais, do qual dependem as novas gerações para perpetuarem suas formas de viver coletivo e em equilíbrio no ecossistema que os alimenta em todas as dimensões da vida. A história do colonizador está registrada na produção historiográfica, bem como nas publicações didáticas e paradidáticas dirigidas às crianças e que contribuem para negar o caráter multiétnico e pluricultural da nação brasileira. A implementação da Lei 11.645/08 se faz necessária, porém diante da cultura hegemônica que se coloca em oposição aos processos de reconhecimento e respeito à diversidade, a Lei não foi ainda implementada nas escolas de Cuiabá. Os dados obtidos no processo de formação e intervenção pedagógica foram analisados qualitativamente e descritos numa proposição interpretativa e reflexiva da práxis pedagógica, considerando-se que uma concepção pedagógica e curricular que respeita e valoriza a diversidade cultural exige olhar a escola de forma diferenciada, isto é, vê-la enquanto espaço cultural e social, em que se manifestam diversas e várias maneiras de se relacionar, de se comunicar e de agir e de pensar. Os discursos dos alunos e professores foram articulados aos fundamentos teóricos de cultura, alteridade, diversidade cultural, identidade, interculturalidade e corporeidade, com o objetivo de se compreender o processo de desconstrução de estereótipos e preconceitos construídos e perpetuados no imaginário popular em relação aos povos indígenas. Com a pesquisa, aprofundam-se as discussões sobre a implementação da Lei 11.645/08, difundindo ideias reflexivas sobre a formação inicial, continuada e à prática docente, a fim de humanizar as relações sociais que permeiam o espaço da escola que busca educar para a convivência na diversidade, pautada em conhecimentos fomentados no respeito aos indígenas brasileiros. / This dissertation discusses the learning on Law 11.645/08 and the cultural experience that took place during the XII Indigenous People Games (XII JPI in Portuguese) in Cuiabá- MT, based on teachers' formation on intercultural education perspective, which aimed to prepare teachers and students from public schools at the municipality, to the meeting with the Other, the indigenous. The objective of the research was to understand how the relationships between teachers' knowledges and practices were established, and the knowledges and practices that, in an intelectual perspective, is made clear from students, who can qualify the pedagogical practice on the perspective of inclusion of histories and cultures of indigenous people in the school. To do so, the researcher has participated since the elaboration and execution process of the formation course, the follow-up to the teachers' pedagogical projects who participate in the course offered by UFMT, to the organization and follow-up of students with their teachers, to the Indigenous People Games. Investigation was based on action research on a qualitative approach, which used as instruments: a questionnaire, field notes and filming. On this qualitative research, the conflicts between the colonialist and postcolonialist conception show up, bringing the conflicts as a migrant in indigenous land, as well as a teacher who faces the prejudice to the indigenous people in the city schools. The research dynamics, and the researcher's, merge and lead to the deepening of the referentils that base the ethnical-ratial and ethnical-cultural conflicts in Mato Grosso, whose land conflict happens due to the greed of agrobusiness and the permanent colonisation with the defense of native people's rights to remain on their ancestors' traditional territories, which the new generations depend on, to perpetuate their colective lifestyle and in balance with the environment that feeds them in all dimensions of life. The colonizer's life is registered on historiographical production, as well as didactic and paradidactic publications driven to children and that contribute to deny the multiethnical, pluricultural character of Brazilian population. The passing of Law 11.645/08 is necessary, however, facing the hegemonic culture that takes place against the recognition and diversity respect processes, the Law hasn't been applied in Cuiabá schools yet. Data obtained on formation and pedagogical intervention process were qualitatively analysed and described in an interpretative, reflexive proposition of pedagogical praxis, considering that a pedagogical and curricular conception that respects and values cultural diversity demands to look at the school in a diferent way, i.e., to look at it as a cultural, social space, where several ways to relate, to communicate and to act and to think. Students' and teachers' discourse were articulated to the theoretic fundaments of culture, alterity, cultural diversity, identity, interculturality and corporeity, with the goal to understand the deconstruction process of stereotypes and prejudices built and perpetuated in people's imagination, regarding indigenous people. With the research, the discussion on Law 11.645/08 deepen, spreading reflexive ideas on initial, continued formation, and teacher formation, in order to humanize the social relationships which permeate the school environment, which aims to educate for companionship on diversity, ruled on knowledge encourage on the respect to the indigenous people.

The presented work deals with the history and the present status of Indigenous population. In the introduction it deals with the objectives of work, secondary literature, searching and processing methodology. Other chapters deal with the description of selected demographic characteristics of Australia, especially with natural conditions, political system, administrative division of Australia and its economy. The following chapters deal with geographical cognition and the colonization of Australia. The central part of the work is the description of selected demographic characteristics of Australian population, as well as the description of culture - the specifics of Indigenous people. The last chapter is devoted to prognosis. The work has visualized data on the tables, pictures and graphs.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-05-25T14:23:01Z No. of bitstreams: 2 Dissertacao - Cleide Santos de Sousa - 2014.pdf: 3639206 bytes, checksum: 7c799145e0d364ddf5a2bec7fb6f5937 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-05-25T14:26:03Z (GMT) No. of bitstreams: 2 Dissertacao - Cleide Santos de Sousa - 2014.pdf: 3639206 bytes, checksum: 7c799145e0d364ddf5a2bec7fb6f5937 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-05-25T14:26:03Z (GMT). No. of bitstreams: 2 Dissertacao - Cleide Santos de Sousa - 2014.pdf: 3639206 bytes, checksum: 7c799145e0d364ddf5a2bec7fb6f5937 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-09-04 / Dissertative This work is part of "Public Policy and Education for Children in Goiás: history, concepts, projects and practices" project, developed at the Center for Studies and Research of Children and their Education in Different Contexts - NEPIEC the FE / UFG. The aim of this study was analyze teaching practices in Preschool considering the Children's Literature as training possibility and knowledge about indigenous peoples to which children have access. The theoretical framework of the research is the historical-dialectical perspective, considering the need to identify the determinations of the object under study and understand it from the context and critical analysis of the problem, since the search interconnects with various issues of historical, political, economic, social and cultural. Furthermore, with reference to the path taken by researcher fellow in the production of scientific knowledge and reflections arising from the confrontation of theory with practice. This work is structured in three chapters, the first chapter: The Ethnic-racial Education intends to highlight the issue of ethnic-racial education, highlighting theoretical productions and some documents that are part of these discussions, such as the Federal Constitution of 1988, LDB 9394/96, Law 10,639 / 03, the National Curriculum Guidelines of Indigenous Education. Chapter two: Childhood Education, Literature and Human Formation: conceptual reflections aims to provide readings as the historical dialectic perspective on early childhood education and about the literary art and its training possibilities. In chapter three: The Children's Literature and Formative Practice on Altamira's Preschools: reflections on indigenous culture, presents the identification of the context of conducting the research and approaches of teaching practices considering the purposes of work with children through of Children's Literature. The results showed that: the readings are performed predominantly in classrooms with children; There are few books of children's literature considering the amount of children in the county, the amount is unsatisfactory; children's literature is used by teachers in order to treat and to facilitate learning content and that there is need for material in pre-schools to promote education that recognizes and values the Indian culture. / Este trabalho dissertativo faz parte do projeto “Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas”, desenvolvido no Núcleo de Estudos e Pesquisas da Infância e sua Educação em Diferentes Contextos – NEPIEC da FE/UFG. O estudo teve como objetivo analisar a prática pedagógica na Pré-escola na cidade de Altamira-Pará, considerando que as crianças tenham acesso a Literatura Infantil como possibilidades formativas e socializadora de conhecimentos acerca dos povos indígenas. O marco teórico da pesquisa é a perspectiva histórico dialética, tendo em vista, a necessidade de identificar as determinações do objeto em estudo, e compreendê-lo a partir da contextualização e reflexão crítica do problema, uma vez que a pesquisa interliga-se a várias questões de ordem histórica, política, econômica, social e cultural. Além disso, tem-se como referência o caminho percorrido na produção do conhecimento científico e as reflexões suscitadas no encontro da teoria com a prática. O trabalho está estruturado em três capítulos: o primeiro capítulo aborda a Educação Étnicoracial e destaca produções teóricas e documentos que fazem parte dessas discussões, tais como, a Constituição Federal de 1988; LDB nº 9.394/96; Lei nº 10.639/03, as Diretrizes Curriculares Nacionais da Educação Indígena. No segundo capítulo abordou-se a Educação Infantil, Literatura e Formação Humana: reflexões conceituais, com a finalidade de proporcionar leituras conforme a perspectiva histórica dialética acerca da educação infantil e da arte literária e suas possibilidades formativas. No terceiro capítulo constam abordagens sobre a Literatura Infantil e a Prática Formativa em Pré-escolas de Altamira: reflexões sobre a cultura indígena. Neste constam: a identificação do contexto de realização da pesquisa; discorre-se acerca das práticas docentes, considerando as finalidades dos trabalhos realizados com as crianças por meio da Literatura Infantil. Os resultados da pesquisa mostraram que as leituras são realizadas predominantemente nas salas de aula com as crianças; há poucos livros de Literatura Infantil comparando-se com o quantitativo de crianças atendidas nas pré-escolas do município; a Literatura Infantil é utilizada pelas docentes com a finalidade de deleite; e para facilitar o processo de aprendizagem de conteúdos, constatou-se também a necessidade de material nas pré-escolas para melhor favorecer práticas educativas que reconheça e valorize a cultura indígena.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem por objetivo realizar, por meio das obras e da trajetória de vida da artista plástica Carmézia Emiliano, um estudo e análise dos elementos identitários e culturais que compõem sua vida e seu trabalho, bem como investigar suas memórias, que são o referencial para a composição de sua obra. A artista é um exemplo de transição, de transculturação por migração, uma vez que, ao deixar sua comunidade indígena para vir para a cidade de Boa Vista, e sucessivamente conquistar o Brasil com suas obras de arte, adquire um olhar mais fecundo sobre a cultura de sua gente. Com base nas obras de Carmézia que participaram das quatro últimas Bienais de Arte Naïf do Brasil, este trabalho analisa a transição da artista do rural para o urbano, tendo como referencial teórico estudos de autores como García Canclini, Hall, Woodward e Bauman. Carmézia traz consigo a memória do seu cotidiano na maloca: a relação com os indígenas e a natureza, as lendas e mitos, as cenas de caça e pesca, o plantio, as colheitas e as festas. Essa memória impregnada em seu ser é o que constitui o cerne da inspiração de suas obras. Por essa razão, entender como se dá o processo de pintar lançando mão de autores como Halbwachs, Bosi, Burke, Davallon e Pêcheux, é de fundamental importância. Este trabalho consiste em uma pesquisa qualitativa que envolve um estudo de caso. As obras de Carmézia e sua história de vida, relatada por meio de entrevistas, diálogos informais, contatos diversos e analisada à luz dos teóricos citados, permitem apresentar um panorama do que é a vida e a arte dessa roraimense da etnia Macuxi. / This research aims at analyzing the identity and cultural elements that comprise Carmézia Emiliano‟s life and paintings, studying her works and ways of living as well as her memories, which are the reference to her works. Carmézia is an example of transition, of transculturation by way of migration, since she left her indigenous community and came to Boa Vista to conquer Brazil with her works, which makes the scope about her people‟s culture richer and more fertile. The analysis of her transition from rural to urban ambient was based on authors such as García Canclini, Stuart Hall, Woodward and Bauman, among others, always with reference to the artist‟s works which were selected to the last four Brazilian Naïf Art Biennials. Carmézia brings along with her the memories of her life in the indigenous dwellings, of the relationship with her indigenous fellows and with nature, myths and legends, as well as hunting, fishing, harvesting and partying. Imbued in her own identity, those themes are the basis for her work and are fundamental in understanding both the way she paints and her life; authors such as Halbwachs, Bosi, Burke, Davallon and Pêcheux are also fundamental in understanding Carmézia‟s works. This is a qualitative research involving a case study the artworks and life history of the artist, achieved by way of interviews, informal and frequent dialogs, and based on the theoreticians cited above which eventually allowed me to present an analysis of the living and artistic trajectory of this Macuxi painter.

Taiwan’s Indigenous Peoples, Austronesian speakers with cultural ties to other Pacific Islanders, have encountered waves of outside political, cultural and economic forces. While their political situation has markedly improved with Taiwan’s democratization, their social and economic marginalization remains an issue. Reflecting recent shifts in Taiwan towards more human-centered, post-modern development policies, Atayal People of Jianshi Township have started a movement promoting community values and the transition to organic farming. This paper explores this transition and the work of the Jianshi “Farmers’ Academy.” Their aims are to collectivize organic agricultural production, transportation and marketing, promote and share traditional crops and knowledge as well as connect spread-out villages through shared culture, education and development. Situated in the broader contexts of Alternative Food Networks and Alternative Economic Spaces, which are typically explored in Western contexts, and Alternative Development (typically explored in the developing world), this qualitative research examines these marginalized communities’ efforts to formulate a grassroots model of culturally and environmentally sustainable development. The findings suggest that the people in the research area are choosing organic farming for various economic and non-material factors as many of their livelihood goals are culturally bound, outside the purview of conventional macroeconomic theories and critical of mainstream capitalist practices, thus supporting a more locally informed, pluralistic concept of economic development.