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Just a small window to get some leverage : A critical examination of the rise of Te Wananga o Aotearoa with particular emphasis on the role of the State in the battle for control of this Maori tertiary educational institutionBryant, Bruce Unknown Date (has links)
The 17 July 1863 saw a British military force led by Major General Cameron, with Crimean War experience, invade the Waikato of Aotearoa New Zealand, and essentially ending for Waikato Maori on 2 April 1864 at Orakau when Cameron with 1,200 troops, defeated a group of 300 Maori that included representatives of at least nine iwi, and women and children, led by Rewi Maniapoto.In December 1863, well before the events of Orakau, the New Zealand Settlements Act of 1863 (NZSA) was passed into law. This Act’s only purpose was to confiscate 1,408,400 hectares of land from Maori; 486,500 hectares from Waikato Maori, of whom Ngati Maniapoto are an important part. The Act deprived Maori of their traditional lands and the means to participate in the economy, with serious social and economic consequences for them well into the 20th century.In 1993, tertiary educational status was granted to what was essentially an initiative of the people of Ngati Maniapoto that began in 1983 to provide educational alternatives to young people, predominately Maori. This initiative became Te Wananga o Aotearoa (TWOA). Over a period of six years from 1998, TWOA moved from being an insignificant tertiary educational institution to the largest in the country in terms of student and equivalent full time student numbers. By mid 2005, TWOA was under the control of the State, the first time such a situation had occurred in this country, and completely contrary to the independence provisions that the Education Act 1989 bestows on tertiary educational institutions.This thesis is an examination of the State’s battle for control of TWOA, to consider likely reasons why the State sought this control, and the tactics used by the State to achieve this outcome.The thesis examines the part that knowledge and access to education plays in global economics in the late 20th and early 21st century, and will consider whether knowledge and access to education was as economically important to individuals in these times, as land was in 1863.The fact that TWOA’s success was achieved completely within the parameters of the tertiary education policies of both successive Governments since 1998 was irrelevant to the NZ Labour Party led Government of 2005. They appeared to set out on a predetermined path to gain control, in order to neutralise TWOA’s growth and to then reshape the sector to ensure that such success did not happen again. The conclusion is that what was seen as a just a small ‘window’ to get some leverage, was thrown open, and very powerful levers then used, to achieve this end.
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Just a small window to get some leverage : A critical examination of the rise of Te Wananga o Aotearoa with particular emphasis on the role of the State in the battle for control of this Maori tertiary educational institutionBryant, Bruce Unknown Date (has links)
The 17 July 1863 saw a British military force led by Major General Cameron, with Crimean War experience, invade the Waikato of Aotearoa New Zealand, and essentially ending for Waikato Maori on 2 April 1864 at Orakau when Cameron with 1,200 troops, defeated a group of 300 Maori that included representatives of at least nine iwi, and women and children, led by Rewi Maniapoto.In December 1863, well before the events of Orakau, the New Zealand Settlements Act of 1863 (NZSA) was passed into law. This Act’s only purpose was to confiscate 1,408,400 hectares of land from Maori; 486,500 hectares from Waikato Maori, of whom Ngati Maniapoto are an important part. The Act deprived Maori of their traditional lands and the means to participate in the economy, with serious social and economic consequences for them well into the 20th century.In 1993, tertiary educational status was granted to what was essentially an initiative of the people of Ngati Maniapoto that began in 1983 to provide educational alternatives to young people, predominately Maori. This initiative became Te Wananga o Aotearoa (TWOA). Over a period of six years from 1998, TWOA moved from being an insignificant tertiary educational institution to the largest in the country in terms of student and equivalent full time student numbers. By mid 2005, TWOA was under the control of the State, the first time such a situation had occurred in this country, and completely contrary to the independence provisions that the Education Act 1989 bestows on tertiary educational institutions.This thesis is an examination of the State’s battle for control of TWOA, to consider likely reasons why the State sought this control, and the tactics used by the State to achieve this outcome.The thesis examines the part that knowledge and access to education plays in global economics in the late 20th and early 21st century, and will consider whether knowledge and access to education was as economically important to individuals in these times, as land was in 1863.The fact that TWOA’s success was achieved completely within the parameters of the tertiary education policies of both successive Governments since 1998 was irrelevant to the NZ Labour Party led Government of 2005. They appeared to set out on a predetermined path to gain control, in order to neutralise TWOA’s growth and to then reshape the sector to ensure that such success did not happen again. The conclusion is that what was seen as a just a small ‘window’ to get some leverage, was thrown open, and very powerful levers then used, to achieve this end.
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EDUCAÇÃO ESCOLAR INDÍGENA, INTERCULTURA E FORMAÇÃO DE PROFESSORES (AS) UMA PESQUISA A PARTIR DAS PROPOSIÇÕES DA BIOLOGIA DO AMOR E DA BIOLOGIA DO CONHECIMENTO DE HUMBERTO MATURANA. / INDIGENOUS EDUCATION, INTERCULTURAL AND TEACHER EDUCATION (AS) - A SURVEY FROM THE PROPOSITIONS OF BIOLOGY OF LOVE AND BIOLOGY KNOWLEDGE OF HUMBERTO MATURANA.Maders, Sandra 27 March 2013 (has links)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research paper I present as Dissertation in Education, Training Line Knowledge and Professional Development (PPGE-UFSM), aim to contribute to theoretical and epistemological for Teacher Education (as) in general, and Education Indigenous School in particular, from the propositions of Biology and Biology Meet Amar, ie partirdo biological basis for human-relational perspective of intercultural dialogue. To develop this project Dissertation research activities were conducted a qualitative and theoretical-epistemological character. The framework that guided the "investigative and reflective gaze of the researcher" (BARCELOS, 2005) towards the "production of information search" (JACQUES GAUTHIER, 1998), is the establishment of dialogues that emphasize intercultural aspects (Canclini, 2003a ) with imaginary and representations on the issues of indigenous culture and teacher education in general and in particular for indigenous education. I believe that this work can become a work of great importance, because it will be the presentation of the search for alternatives to deal with the challenges posed to education, taking into account the sweeping changes occurring in the world today. Thus, a major goal of this research is to explain the contributions of some epistemological propositions of Humberto Maturana to building an education with indigenous communities to promote an education guided respect and cultural dialogue. During the research, it may be observed that for this to happen there Indigenous Education who pay attention to emotions such as caring, listening and acceptance of differences, both in school, and in society in general, always seeking perspective intercultural dialogue. / Este trabalho de pesquisa que apresento como Dissertação de Mestrado em Educação, na Linha Formação Saberes e Desenvolvimento Profissional (PPGE-UFSM), busca oferecer subsídios teóricos e epistemológicos para a Formação de Professores (as) em geral, e para a Educação Escolar Indígena em particular, a partir das proposições da Biologia do Conhecer e Biologia do Amar, ou seja, a partir do fundamento biológico-relacional humano em uma perspectiva de diálogo intercultural. Para o desenvolvimento desta Dissertação de Mestrado foram realizadas atividades de pesquisa do tipo qualitativa e de caráter teórico-epistemológico. O referencial que orientou o ―olhar investigativo e reflexivo do pesquisador‖ (BARCELOS, 2005) no sentido da ―produção das informações de pesquisa‖ (JACQUES GAUTHIER, 1998), é o do estabelecimento de diálogos que privilegiem os aspectos interculturais (CANCLINI, 2003a) com imaginários e representações sobre as questões da cultura indígena e a formação de professores em geral e em particular para educação escolar indígena. Acredito que este trabalho possa vir a ser um trabalho de muita relevância, pois o mesmo estará na apresentação das buscas de alternativas para lidar com os desafios colocados à educação, levando em conta as intensas transformações ocorridas no mundo atual. Assim, um dos principais objetivos desta pesquisa é explicitar as contribuições de algumas proposições epistemológicas de Humberto Maturana para a edificação de uma educação junto às comunidades indígenas que promova uma educação pautada no respeito e no diálogo cultural. Ao longo da pesquisa, poderá ser observado que, para que esta Educação Escolar Indígena aconteça há que se atentar para emoções como o cuidado, a escuta e o acolhimento das diferenças, tanto no espaço escolar, quanto na sociedade em geral, buscando sempre, a perspectiva de diálogo intercultural.
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Os estudantes indígenas em cena : a memória coletiva sobre a inclusão na universidadeFerreira, Rosane Caminski January 2014 (has links)
Esta dissertação trata de uma pesquisa-ação que tem como objetivo geral desvelar a memória coletiva dos estudantes indígenas no processo de inclusão no ensino superior, no que se refere ao acesso e à permanência deles na Casa do Estudante Universitário – CEU, da Universidade Federal do Rio Grande do Sul – UFRGS, no período de 2008 a 2013, para intervir na realidade acadêmica. Os objetivos específicos são os de conhecer o perfil dos estudantes indígenas para a caracterização e o reconhecimento das origens, da situação familiar e dos cursos em formação; sensibilizar a comunidade estudantil para participar do processo de investigação, a fim de envolvê-la na reflexão sobre a inclusão dos estudantes indígenas no ensino superior e na construção de mudanças para a garantia do acesso e da permanência desses estudantes na UFRGS; conhecer as experiências cotidianas vivenciadas por eles na interação com a comunidade universitária, para identificar os limites e as possibilidades do acesso e da permanência deles na UFRGS; construir coletivamente um vídeo da memória coletiva sobre a importância da inclusão, do acesso e da permanência desses estudantes na comunidade universitária para incidir na realidade acadêmica. Como procedimentos metodológicos, destacamos a revisão teórica realizada sobre a temática e as categorias memória coletiva, ações afirmativas, diversidade cultural, ensino superior, inclusão social e minorias étnicas. O desenvolvimento da pesquisa-ação consistiu em 04 (quatro) principais fases: fase exploratória (diagnóstico), fase principal (planejamento), fase ação (seminário e filmagens) e fase de avaliação (análise dos resultados e produção do vídeo). Participaram da pesquisa 6 (seis) estudantes indígenas da UFGRS que, coletivamente, produziram um vídeo o qual desvela as memórias guardadas acerca do processo de inclusão na UFRGS, os limites e as possibilidades do cotidiano acadêmico, as questões referentes ao acesso e à permanência deles na universidade, bem como as mudanças que propõem. A pesquisa se constituiu em uma importante estratégia para a implementação de mudanças no âmbito acadêmico no que diz respeito ao acesso e à permanência dos estudantes indígenas na UFRGS. / This dissertation addresses an action research whose general objective is to unveil the collective memory of indigenous students in the process of inclusion in higher education by considering their access to and permanence in the University Residence Hall of the Federal University of Rio Grande do Sul (UFRGS) from 2008 to 2013, in order to intervene in the academic reality. The specific objectives are the following: to know the indigenous students’ profiles to characterize and recognize their origin, family situation and chosen courses; to sensitize the student community to participate in the investigation process in order to make it reflect on the inclusion of indigenous students in higher education and the production of changes to guarantee their access to and permanence in UFRGS; to know their daily experiences along their interaction with the university community to identify the limitations and possibilities of their access to and permanence in UFRGS; to collectively produce a video about the collective memory regarding the importance of inclusion, access and permanence of those students in the university community to impact the academic reality. As methodological procedures, we can point out the theoretical review of both the topic and the categories of collective memory, affirmative actions, cultural diversity, higher education, social inclusion and ethnic minorities. The development of the action research involved four major stages: exploratory stage (diagnosis), main stage (planning), action stage (seminar and filming) and assessment stage (analysis of the results and video production). Six indigenous students attending UFRGS participated in the research and collectively produced a video that has unveiled the memories of their process of inclusion in UFRGS, their limitations and possibilities in the daily academic routine, issues related to their access to and permanence in the university, and the changes they have proposed. The research has been an important strategy for implementing changes in the academic sphere concerning the access of indigenous students to UFRGS and their permanence in this institution.
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Conflitos de identidade entre os jovens da etnia Tikuna na comunidade de Umariaçu I na terra indígena Eware I no município de Tabatinga/AMSebastião Rocha de Sousa 11 November 2013 (has links)
O presente trabalho aborda a questão da identidade dos jovens Tikuna, da Comunidade
de Umariaçu I na Terra Indígena Eware I no município de Tabatinga, AM, a partir dos
desafios contemporâneos. Os Tikuna são um povo que habita a região amazônica que
tem preservado parte de sua tradição cultural apesar do contato com os não-indígenas.
Analisa-se o papel da educação na manutenção e reinterpretação da herança Tikuna bem
como na sua reinvenção ritual. A juventude Tikuna tem diante de si o desafio de
inserção no mundo moderno com a preservação das tradições recebidas de seus
antepassados. Essa posição gera conflitos com os mais velhos e aprofunda as crises
identitárias inerentes à adolescência. O rito da Festa da Moça Nova desempenha uma
tentativa de conexão entre o passado e o futuro, uma vez que reinterpreta as obrigações
rituais em um novo contexto. Nisso, consiste a riqueza da cultura Tikuna para a
interpretação da interculturalidade em uma sociedade pluriétnica. / This paper deals with the issue of the identity of the Tikuna youth, of the Umariaçu I
Community on the Eware I Indigenous Territory in the municipality of Tabatinga, AM,
based on contemporary challenges. The Tikuna are a people who inhabit the Amazon
region, who have preserved part of their cultural tradition in spite of the contact with the
non-indigenous. The role of education in the maintenance and reinterpretation of the
Tikuna heritage is analyzed as well as their ritual reinvention. The Tikuna youth have
before them the attempt of insertion in the modern world with the preservation of the
traditions received from their ancestors. This position generates conflicts with the older
ones and deepens the identity crises inherent to adolescence. The Young Girl Festivity
rite carries out an attempt of connecting the past and the future, since it reinterprets the
ritual obligations in a new context. In this resides the wealth of the Tikuna culture for
the interpretation of inter-culturality in a pluriethnic society.
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A educação inclusiva na escola indígena Ebenezer do povo Tikuna da Comunidade de Filadélfia no município de Benjamin Constant-AMDarcimar Souza Rodrigues 22 July 2014 (has links)
Esta pesquisa discute a educação inclusiva na educação escolar indígena a partir de uma escola indígena do povo Tikuna, no alto Solimões, AM. O foco deste trabalho são os discentes com necessidades educacionais especiais na Escola Municipal Indígena Ebenezer. Estuda a questão da influência da educação inclusiva no contexto educativo indígena, na perspectiva de seu convívio social e práticas pedagógicas escolares alternativas. A pesquisa bibliográfica e documental ocorreu junto à Escola Ebenezer da Comunidade Indígena Tikuna de Filadélfia, município de Benjamin Constant, AM, por ser uma escola indígena e a mesma fazer parte de um município que tem adotado a educação inclusiva nas escolas regulares urbanas. Serão apresentadas questões referentes aos problemas de aprendizagem e atendimento educacional especializado, destinados aos alunos com necessidades educacionais especiais e as dificuldades que o docente tem em relação à educação de alunos com deficiência em sua totalidade e as condições de ensino na escola indígena diante da proposta da inclusão. A realização desse estudo foi de cunho qualitativo e teve como instrumento de coleta de dados um diário de campo aos moldes de estudo etnográfico, documentos institucionais obtidos na Secretaria de Educação do município e na própria escola, que permitiu uma análise documental baseado em dados concretos. A partir dessa análise foi constatado que na Escola Municipal Indígena Ebenezer não há nenhum trabalho voltado à implantação da educação inclusiva. Mas tem-se percebido entre os alunos atitudes de solidariedade que caminham na direção da inclusão. No entanto, é importante ressaltar que para atender à diversidade de alunos, a escola e o município terão que ampliar a oferta de salas de recursos na zona rural, investir mais em formação continuada de docentes, de tal maneira que a proposta da educação inclusiva chegue efetivamente às escolas indígenas. / This research paper discusses inclusive education in indigenous school education based on an indigenous school of the Tikuna people in Alto Solimões, AM. The focus of this paper are the students with special educational needs in the Ebenezer Municipal Indigenous School. It studies the issue of the influence of inclusive education in the indigenous educational context, from the perspective of their social communal interaction and the alternative pedagogical school practices. The bibliographic and documental research took place at the Ebenezer School of the Tikuna Indigenous Community of Filadélfia, in the municipality of Benjamin Constant, AM. This school was chosen because it is an indigenous school and is part of a municipality which has adopted inclusive education in the regular urban schools. The issues to be presented will refer to the learning problems and to the specialized educational service directed toward the students with special educational needs and the difficulties which the teachers have in relation to the education of students with special needs in their totality and the teaching conditions in the indigenous school faced with the proposal of inclusion. This study was carried out in a qualitative form and had as instrument of data collection a field diary in the form of an ethnographic study, institutional documents obtained from the Education Department of the municipality and from the school itself, which permitted a documental analysis based on concrete data. Based on this analysis it was observed that in the Ebenezer Municipal Indigenous School there is no work aimed at inclusive education. But one has perceived among the students attitudes of solidarity which walk in the direction of inclusion. However, it is important to point out that to attend to the diversity of the students, the school and the municipality will have to broaden their offer of resource rooms in the rural zones and invest more in continuing education for the teachers in such a way that the proposal of inclusive education may effectively arrive at the indigenous schools.
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A Educação escolar indígena entre os Wassu-Cocal: algumas pistas sobre a concepção da educação escolar a partir de seus professores / the indigenous school education between the Wassu-Cocal: some clues about the design of school education from their teachersPereira, Jéssika Danielle dos Santos 30 May 2014 (has links)
The present work analyzes the construction of the concept of Indigenous school education between the Wassu-Cocal, especially among the indigenous tutors and leaders. The Wassu people-Cocal is located in the zona da mata alagoana the 84 km from Maceió and 16 km from the city of Joaquim Gomes. We understand that the Indigenous Education refers to the processes of production and transmission of indigenous peoples ' own knowledge and that every nation has its particular way of doing it. However, we point out that in the process of construction of the design of this education are involved multiple social actors. In addition to the teachers, are entered into this process the students, families, the community and the State itself. O last through official documents, including the Constitution of 1988, the National curricular parameters (PCN/1997), the law of Guidelines and Bases for national education (LDBEN/1996), the National Education Plan (PNE/2001-2010; PNE/2011-2020) and, in the specific case of Wassu-Cocal, also the education of Alagoas State plan (ESSP/2006-2015). To help us understand the relationships that these agents between you and the way the design of Indigenous school education is being built, and how it connects to the cultural context in which this educational practice is embedded, we adopt the Ethnography as methodological instrument. The field research was held from 03 May-06 December 2013, together with the teachers/the indigenous Indian State school José Maximum. Research has shown us that the design of the Indigenous school education between the Wassu-Cocal is constructed from the interrelation of the agents, by seizing and spread ethnoknowledge construction, built in various spaces in the village. Is construction represents, in this sense, the ethnic identity of the people Wassu-Cocal, which should be full by the school, a place of (re) affirmation and maintain your way of being. The survey also pointed out that the inclusion of indigenous teachers at the top level have modified the teaching practice and the social dynamics of the village; their actions have driven the agents involved in the school to recognize in this fight for a school and indigenous education. / Fundação de Amparo a Pesquisa do Estado de Alagoas / O presente trabalho analisa a construção do conceito de Educação Escolar Indígena entre os Wassu-Cocal, sobretudo entre os/as professores/as indígenas e as lideranças. O povo Wassu-Cocal está localizado na zona da mata alagoana a 84 km da capital Maceió e a 16 km do município de Joaquim Gomes. Compreendemos que a Educação Indígena refere-se aos processos próprios de transmissão e produção dos conhecimentos dos próprios povos indígenas e que cada povo tem o seu modo particular de fazê-la. Contudo, destacamos que no processo de construção da concepção desta educação estão envolvidos múltiplos agentes sociais. Além dos professores, estão inseridos nesse processo os alunos, as famílias, a comunidade e o próprio Estado. Ó último por meio de documentos oficiais, entre os quais a Constituição de 1988, os Parâmetros Curriculares Nacionais (PCN/1997), a Lei de Diretrizes e Bases da Educação Nacional (LDBEN/1996), o Plano Nacional de Educação (PNE/2001-2010; PNE/2011-2020) e, no caso específico dos Wassu-Cocal, também o Plano Estadual de Educação de Alagoas (PEE/2006-2015). Para nos ajudar a compreender as relações que estes agentes estabelecem entre si e a forma como a concepção de Educação Escolar Indígena vai sendo construída, e como esta se atrela ao contexto cultural no qual esta prática educativa está inserida, adotamos a etnografia como instrumento metodológico. A pesquisa de campo foi realizada de 03 de maio a 06 de dezembro de 2013, junto aos/as professores/as indígenas da Escola Estadual Indígena José Máximo de Oliveira. A investigação nos mostrou que a concepção da Educação Escolar Indígena entre os Wassu-Cocal é construída a partir da inter-relação dos agentes, por meio da apreensão e construção dos etnoconhecimentos, construídos em espaços diversos na aldeia. Está construção representa, neste sentido, a identidade étnica do povo Wassu-Cocal, que deve ser perpassada pela escola, lugar de (re) afirmação e manutenção do seu modo de ser. A pesquisa também apontou que a inserção dos professores indígenas no nível superior tem modificado positivamente a prática docente e a dinâmica social da aldeia; suas ações têm impulsionado os agentes envolvidos na escola a começarem a se reconhecer nesta luta por uma escola e educação indígena diferenciada.
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Os estudantes indígenas em cena : a memória coletiva sobre a inclusão na universidadeFerreira, Rosane Caminski January 2014 (has links)
Esta dissertação trata de uma pesquisa-ação que tem como objetivo geral desvelar a memória coletiva dos estudantes indígenas no processo de inclusão no ensino superior, no que se refere ao acesso e à permanência deles na Casa do Estudante Universitário – CEU, da Universidade Federal do Rio Grande do Sul – UFRGS, no período de 2008 a 2013, para intervir na realidade acadêmica. Os objetivos específicos são os de conhecer o perfil dos estudantes indígenas para a caracterização e o reconhecimento das origens, da situação familiar e dos cursos em formação; sensibilizar a comunidade estudantil para participar do processo de investigação, a fim de envolvê-la na reflexão sobre a inclusão dos estudantes indígenas no ensino superior e na construção de mudanças para a garantia do acesso e da permanência desses estudantes na UFRGS; conhecer as experiências cotidianas vivenciadas por eles na interação com a comunidade universitária, para identificar os limites e as possibilidades do acesso e da permanência deles na UFRGS; construir coletivamente um vídeo da memória coletiva sobre a importância da inclusão, do acesso e da permanência desses estudantes na comunidade universitária para incidir na realidade acadêmica. Como procedimentos metodológicos, destacamos a revisão teórica realizada sobre a temática e as categorias memória coletiva, ações afirmativas, diversidade cultural, ensino superior, inclusão social e minorias étnicas. O desenvolvimento da pesquisa-ação consistiu em 04 (quatro) principais fases: fase exploratória (diagnóstico), fase principal (planejamento), fase ação (seminário e filmagens) e fase de avaliação (análise dos resultados e produção do vídeo). Participaram da pesquisa 6 (seis) estudantes indígenas da UFGRS que, coletivamente, produziram um vídeo o qual desvela as memórias guardadas acerca do processo de inclusão na UFRGS, os limites e as possibilidades do cotidiano acadêmico, as questões referentes ao acesso e à permanência deles na universidade, bem como as mudanças que propõem. A pesquisa se constituiu em uma importante estratégia para a implementação de mudanças no âmbito acadêmico no que diz respeito ao acesso e à permanência dos estudantes indígenas na UFRGS. / This dissertation addresses an action research whose general objective is to unveil the collective memory of indigenous students in the process of inclusion in higher education by considering their access to and permanence in the University Residence Hall of the Federal University of Rio Grande do Sul (UFRGS) from 2008 to 2013, in order to intervene in the academic reality. The specific objectives are the following: to know the indigenous students’ profiles to characterize and recognize their origin, family situation and chosen courses; to sensitize the student community to participate in the investigation process in order to make it reflect on the inclusion of indigenous students in higher education and the production of changes to guarantee their access to and permanence in UFRGS; to know their daily experiences along their interaction with the university community to identify the limitations and possibilities of their access to and permanence in UFRGS; to collectively produce a video about the collective memory regarding the importance of inclusion, access and permanence of those students in the university community to impact the academic reality. As methodological procedures, we can point out the theoretical review of both the topic and the categories of collective memory, affirmative actions, cultural diversity, higher education, social inclusion and ethnic minorities. The development of the action research involved four major stages: exploratory stage (diagnosis), main stage (planning), action stage (seminar and filming) and assessment stage (analysis of the results and video production). Six indigenous students attending UFRGS participated in the research and collectively produced a video that has unveiled the memories of their process of inclusion in UFRGS, their limitations and possibilities in the daily academic routine, issues related to their access to and permanence in the university, and the changes they have proposed. The research has been an important strategy for implementing changes in the academic sphere concerning the access of indigenous students to UFRGS and their permanence in this institution.
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Da negação ao reconhecimento: a educação escolar indígena e a educação intercultural: implicações, desafios e perspectivasJasom de Oliveira 31 July 2012 (has links)
Conselho Nacional de Desenvolvimento Científico e Tecnológico / A dissertação busca investigar a educação escolar indígena brasileira, a partir dos
movimentos históricos, seus processos de construção, contextos, significados e
pressupostos teóricos, buscando identificar na atualidade sua proposta educacional
de caráter intercultural, possíveis desafios e perspectivas. A investigação se utiliza
de pesquisa bibliográfica. Esta será histórica, referente às estratégias educacionais
impostas aos povos indígenas, desde a chegada dos colonizadores portugueses até
a Constituição Federal de 1988; documental, com os documentos educacionais
oficiais que propõem e regulamentam a educação escolar indígena, a partir da
promulgação da Constituição de 1988; e teórica, com a constatação da oferta de
uma educação intercultural para os povos indígenas e as implicações, desafios e
perspectivas que esta nova proposição traz para a educação escolar indígena e para
além dela. O primeiro capítulo contextualiza e caracteriza o histórico de dominação
dos povos indígenas no Brasil, desde o início da colonização portuguesa até o
advento da Constituição Federativa do Brasil de 1988. Os movimentos religiosos e
os processos legislativos estiveram fortemente presentes no histórico de dominação,
portanto, suas atuações estarão destacadas na presente pesquisa. O segundo
capítulo identifica as alterações na Constituição Federal de 1988, considerada um
marco histórico para o reconhecimento dos povos indígenas, sobre a educação
escolar indígena e as transformações educacionais legislativas decorrentes de sua
promulgação. A presente pesquisa destaca, a cada transformação abordada, a nova
oferta educacional prescrita nos documentos educacionais, legislada a partir da Lei
de Diretrizes e Bases da Educação Nacional (LDB) de 1996: a educação intercultural
para os povos indígenas. O terceiro capítulo identifica, analisa e discute a
proposição de educação intercultural para os povos indígenas que compõe a
educação escolar indígena na atualidade brasileira. A partir da sistematização do
que vem a ser a perspectiva intercultural, principalmente no âmbito educacional, se
discute as consequências da oferta de uma educação intercultural presente na
educação escolar indígena, com suas implicações, desafios e perspectivas. / The dissertation investigates the indigenous education at schools in Brazil, from the
historical movements, their construction processes, contexts, meanings and
theoretical assumptions, seeking to identify, currently, their educational proposal of
an intercultural character, possible challenges and perspectives. The study makes
use of bibliographic research. This will be historical, concerning educational
strategies imposed on indigenous peoples since the arrival of Portuguese colonists
until the Federal Constitution of 1988, documentary, with the official educational
documents which propose and regulate indigenous education, from the promulgation
of the 1988 Constitution; and theoretical, with the findings of the offer of an
intercultural education for indigenous peoples and the implications, challenges and
perspectives that this new proposal brings to indigenous education and beyond it.
The first chapter contextualizes and characterizes the history of domination of
indigenous peoples in Brazil since the beginning of the Portuguese colonization until
the advent of the Federal Constitution of Brazil in 1988. The religious movements and
legislative processes were strongly present in the history of domination; therefore,
their performances are highlighted in this research. The second chapter identifies the
changes in the Constitution of 1988, considered a historical milestone in the
recognition of the indigenous peoples, about indigenous education and educational
legislative changes resulting from its promulgation. This research highlights along
each transformation that is approached the new educational provision prescribed
by educational documents, legislated from the Education Law (Lei das Diretrizes e
Bases da Educação Nacional - LDB) of 1996: intercultural education for indigenous
peoples. The third chapter identifies, analyzes and discusses the proposal of
intercultural education for indigenous peoples that composes the Brazilian
indigenous education currently. From the systematization of what the cross-cultural
perspective is, especially in the educational field, it is discussed the consequences of
offering an intercultural education present in the indigenous education at school, with
its implications, challenges and perspectives.
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Houses of the People: Rural Education and Post-Revolutionary Constructions of Citizenship in Mexico 1917-1940Edwards, Madeleine 01 January 2018 (has links)
This thesis argues that the curricula distributed among the newly founded, rural socialist schools in Mexico after the Revolution of 1910 created a new narrative about one of the most explosive moments in Latin American history. It describes the ways that women's work was increased by charging mothers with additional burdens of raising revolutionary citizens and developing the ideals of the revolution at home. The thesis gives a close read of one major children's novel of the time as well as articles from a teachers' magazine to discuss the ways that the post-revolutionary state government promoted indigenous ethnocide in the wake of the 1910 revolution and consolidated political power to the hands of the official state party which has dominated Mexican politics ever since.
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