O objetivo do trabalho é analisar o processo de aproximação diplomática empreendido pelos governos do Brasil e da Venezuela entre os anos de 1983 e 1998. Esse período foi marcado por forte crise econômica na América Latina, decorrente da elevação dos juros da dívida externa e da interrupção dos fluxos de financiamento. A situação de crise provocou reconfiguração de políticas econômicas e estruturas políticas nos dois países: os contextos similares permitiram o estreitamento de relações entre eles, mesmo a despeito das turbulências da crise. Procuraremos mostrar como se desenvolveram essas relações de natureza política e econômica, e suas relações com as estruturas de poder no sistema internacional. / The object of the present dissertation is to analyze the process of diplomatic approximation undertaken by the governments of Brazil and Venezuela between the years of 1983 and 1998. This period was marked by the profound economic crisis in Latin America, due to the rise of the interest rates of the external debt and the interruption of the finance flows. The critical situation led to the reconfiguration of economic politics and political structures in both countries: the similar contexts allowed the development of closer relations between them, in spite of the disturbances of the crisis. We seek to demonstrate how these relations of political and economic nature developed, and their relations with the power structures of the international system.

Submitted by Irvana Coutinho (irvana@ufpa.br) on 2017-06-22T13:16:14Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_VocesPervivenciaTerritorio.pdf: 2324758 bytes, checksum: 21bf97e320c1403c5a89913ed87541e0 (MD5) / Approved for entry into archive by Irvana Coutinho (irvana@ufpa.br) on 2017-06-22T13:16:40Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_VocesPervivenciaTerritorio.pdf: 2324758 bytes, checksum: 21bf97e320c1403c5a89913ed87541e0 (MD5) / Made available in DSpace on 2017-06-22T13:16:40Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_VocesPervivenciaTerritorio.pdf: 2324758 bytes, checksum: 21bf97e320c1403c5a89913ed87541e0 (MD5) Previous issue date: 2017-05-12 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work focuses on analyze the course of collective actions that allowed the constitution of indigenous territories in colombian Amazon, during a period of armed confrontation between 1984 and 1998. To delimitate the objective, it is based on the category of region to understand the process of definition of the department of Guaviare, and in the same scope the territory is detailed to identify the collective elaborations that led to the realization of the "Resguardo Indígena Panuré", a specific experience where historical reflections confluent. In this research the proposal is guided by the theoretical principles of the history of the present time, for this reason it will look for give relevance to the poorly documented collective activity of contemporary Amazonian indigenous communities, deepening the discussion about the effects of its articulation to the structure of the State as an organization, and in it, to follow up the neoliberal postulates of sustainable development for the region. Thus, is used the interpretation of oral sources, rescued in spaces of discussion of colombian indigenous organizations and in interviews, besides the interpretation of the effects of their territorial activities on the cartographic reproduction of the Amazon region. / El presente trabajo se enfoca en analizar el curso de las acciones colectivas que permitieron la constitución de los territorios de resguardo indígena en la amazonia colombiana, para un periodo de crisis de la confrontación armada, situado entre 1984 y1998. Para delimitar el objetivo, se sustenta la categoría región para comprender el proceso de definición del departamento del Guaviare, y en el mismo ámbito se detalla la de territorio para identificar las elaboraciones colectivas que llevaron a la concreción del Resguardo Indígena Panuré, experiencia específica donde aterrizan las reflexiones históricas. La propuesta investigativa se orienta por los principios teóricos de la historia del tiempo presente, por lo que se buscará dar relevancia a la actividad colectiva poco documentada de las comunidades indígenas amazónicas contemporáneas, profundizando en la discusión sobre los efectos de su articulación como organización a la estructura del Estado, y en él, al seguimiento de los postulados Neoliberales de desarrollo sostenible para la región. Así, se acude a la interpretación de fuentes orales, rescatadas en espacios de discusión de las organizaciones indígenas colombianas y en entrevistas, además de la interpretación de los efectos de sus actividades territoriales en la reproducción cartográfica de la región amazónica.

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This project’s goal is to promote and improve the mathematical literacy of fourth-grade Hispanic/Latino and English learners through the use of a graphic mathematical mediated structure. Current California Common Core data finds fourth-grade Hispanic/Latino and English learners significantly behind White and Asian students in mathematics, especially in understanding written word problems. Research supports the assumption that as a tool, a graphic mathematical mediated structure could: 1) foster conceptual understanding; 2) build content terminology; 3) allow students opportunities to justify their solutions; 4) integrate writing in math; and 5) provide a platform for discourse. This innovative pedagogical project specifically focused on how fourth-grade Hispanic/Latino and English learners could navigate through a graphic math organizer in order to understand how to add and subtract fractions in word problems. The work presents six teacher models of graphic mathematical mediated structures. Each model provides a fourth-grade word problem related to fractions. Respectively, teacher and student templates, lists of content vocabulary, and suggestions to teach each problem-solving exercise using the graphic mathematical mediated structures that were created and developed are included. Struggling Hispanic/Latino and English learners’ need a pedagogical structure and process to succeed in solving math word problems. Hence, the need for a graphic mathematical mediated structure to diminish the groups’ prevalent mathematical achievement gap and to increase their achievement in mathematics.

Colleges are struggling to retain students of color at four-year academic institutions (Kuh, 2005). The result is that while African-American and Latino students are entering college, fewer successfully complete their programs of study and obtain an undergraduate degree (ACE, 2006). For this reason, institutions are establishing supportive learning communities to not only recruit, but to retain this population.Learning communities have become welcoming places in the academy, and are designed to help students succeed in college by providing a formative, integrated academic experience that builds strength, perspective, and commitment. Employing Vincent Tinto`s (1975) student integration theory as a conceptual framework, this qualitative case study examined the relationship between student participation in a learning community, college persistence, and college retention. This research addressed the experiences of eight students of color who participated in the Louis Stokes Alliance Minority Participation (LSAMP) learning community program. Participant experiences were gathered through the administration of demographic questionnaires, in-depth interviews, a focus group, and a non-participant observation. The findings of this research study revealed that college persistence and retention is a function of four strategies, all of which are incorporated into the Louis Stokes Alliance Minority Participation Program: (a) Social Integration; strengthened connections amongst students of color and between students, faculty and staff (b) Academic preparedness; making sure students of color have the resources and skills needed in order to be academically successful (c) Group identity; helping students overcome feelings of isolation that are common on large college campuses (d) Providing both an academic and social atmosphere where students can succeed. The implications of this study assert that learning communities have a profound impact on positive student outcomes for both African-American and Latino students who attend predominately white institutions.

Notre travail naît d'une ambition : proposer une définition du réel merveilleux, et déterminer à cette fin s'il s'agit d'un genre littéraire, ou plutôt d'un ensemble de textes unis par un mode de rapport au monde. A cet effet, nous interrogeons les textes de trois auteurs majeurs du réel merveilleux caraïbe : du cubain Alejo Carpentier, de l'Haïtien René Depestre et du Colombien Gabriel Garcia Marquez. Notre démarche s'intéresse à la visée littéraire du réel merveilleux comme à sa visée anthropologique. Nous cherchons à déterminer chez ces trois auteurs la part du fantastique et la part du merveilleux, souvent en conflit dans leurs textes. Mais nous mettons aussi en lumière les enjeux historiques et culturels de leur écriture. De notre étude, il ressort que le réel merveilleux exprime, à travers des conflits narratifs, les contradictions qui parcourent le monde caraïbe, partagé entre les déchirures de l'Histoire, et l'utopie du Mythe. D'une part il ouvre sur un monde terrifiant : chaos tellurique où se désagrègent les repères spatio-temporels, hantise de la figure du métis, perception enfin d'une histoire pressentie comme un monstre. D'autre part, il ouvre sur ses propres mythes, qui sont souvent des mythes européens revisités : perception cosmique de l'univers, mythologie euphorique du métissage, réconciliation de l'homme avec le monde par une écriture qui conjugue poésie et carnavalesque. Qu'est-ce que donc que le réel merveilleux ? Non pas un genre littéraire ni une esthétique qui se confinerait dans "un réalisme magique" empreint d'artifice, mais plutôt une expression littéraire propre à l'Amérique latine et notamment aux Caraïbes, qui traduit les terreurs comme les aspirations d'une culture et développe sa quête identitaire aux confins de l'Histoire et du Mythe.

Historically, Hispanic/Latino (H/L) students have been under-referred, under-identified, and under-served by the U.S. Special Education (SPED) system, particularly under the emotional behavioral disturbance (EBD) category. This finding is alarming given that numerous federal sources report that H/L students continue a disturbing trend of struggling academically as well as being at a higher risk for poor mental health outcomes such as elevated levels of depression, anxiety, and suicidality when compared to their peers. Unfortunately, the existing mental health and education literature on H/L students provides limited guidance in understanding the disproportionate underrepresentation of H/L in the EBD category of the SPED system; an underrepresentation well-documented in the report to congress on the implementation of the Individuals with Disabilities Education Improvement Act (IDEIA). Using survey methods, the purpose of this study was to shed light on the possible mediating role teachers' perceptions have on the SPED referral and identification decisions by looking at teacher ratings of risk for EBD-like behaviors of students across behavioral conditions (i.e., internalizing versus externalizing types of behaviors) and across ethnic/racial groups (i.e., White, African Americans, and H/L students) using a response-to-intervention framework. Using the Qualtrics software, an online survey tool, 114 self-selected pre-service teachers were surveyed; data was collected and analyzed using a One-way Analysis of Variance. Two main effects and two interaction effects were explored: does the students' ethnic/racial background moderate the teachers' at risk score (ARS) regardless of the behavior displayed?; does the type of behavioral expression moderate the ARS regardless of ethnic/race?; is there an interaction effect between H/L students exhibiting internalizing behaviors that systematically results in a lower ARS and AA students exhibiting externalizing behaviors that systematically results in a higher ARS? Results indicated that (a) when compared to White, Hispanic/Latino students are indeed less likely to be perceived by the pre-service teachers as exhibiting EBD-like behaviors regardless of the behavior (externalizing, internalizing, or neutral) displayed, (b) externalizing behaviors was the strongest predictor for perceiving someone as at-risk for having EBD-like behaviors, and (c) no interaction effects were found.

Embedded in the transatlantic history of rock ‘n’ roll, punk rock has not only been regarded as a watershed moment in terms of music, aesthetics and music-related cultural practices, it has also been perceived as a subversive white cultural phenomenon. A Blacker and Browner Shade of Pale challenges this widespread and shortsighted assumption. People of color, particularly black Americans and Britons, and Latina/os have pro-actively contributed to punk’s evolution and shaped punk music culture in the United States and England. Examining why people of color are not linked to the punk rock genre and culture in normative discourse, this paper first scrutinizes the continuously unaddressed racialization of Anglo-American popular music itself and explores how the historical development and discursive construction of racial boundaries impacted the historiography of Anglo-American popular music. Building on these premises, the second central field of inquiry probes how the music press, aided and abetted by academic texts, constructs punk as a white music mono-culture that such discourse historicizes, analyzes, and maintains. Both popular (journalistic) and academic publications have largely ignored or underrepresented the presence of people of color, especially black (American) as well as Latina/o participants, in punk rock culture. The thesis’ third major focus imagines punk as a fluid social and musical convergence culture that continuously crosses unstable boundaries of genres, races, and genders. A Blacker and Browner Shade of Pale thus indicates an emerging awareness of how popular and academic discourse can become more sensitive to punk's multiracial, inclusive, and participatory mores.

This dissertation argues that spiritual and religious worldviews (i.e. Mexican Catholicism, indigenous spiritualities, and popular religion) have historically intersected with social and political realities in the development of Mexican origin communities of the United States. More specifically, as creative writers from these communities have endeavored to express and represent Mexican American experience, they have consistently engaged these intersections of the spiritual and the material. While Chicano/a criticism has often overlooked, and in some ways dismissed, the significant role which spiritual and religious discourses have played in the political development of Mexican American communities, I examine how the works of creative writers pose important questions about the role of religious faith and spirituality in healing the wounds of social violence. By placing literary texts in conversation with scholarship from multiple disciplines, this project links literary narratives to their historical, social, and political frameworks, and ultimately endeavors to situate literary production as an expressive cultural product. Historical and regional in approach, the dissertation examines diverse literary narratives penned by writers of Mexican descent between the 1930s and the current decade. Selected textual pairings recall pivotal moments and relations in the history of Mexico, America, and their shared geographical borderlands. Through the lens of religion and spirituality, a broad array of social discourses emerges, including: gender and sexuality, landscape and memory, nation-formation, race and ethnicity, popular traditions, and material culture. / text

The number of Hispanic-Serving Institutions (HSIs) is on the rise. Research suggests that institutions designated as HSIs graduate over fifty percent of Latinos enrolled in college (Santiago, 2006). However, few studies have examined the campus climate of HSIs and how such climate may influence the degree attainment of first-generation, Mexican American students. Considering the instrumental role HSIs have had in advancing the number of Latinos in postsecondary education, this study investigates the campus climate of an HSI along the U.S.-Mexico Border. By utilizing the theoretical frameworks of funds of knowledge (Moll, Amanti, Neff & Gonzalez, 1992) and organizational habitus (McDonough, 1997) this qualitative study involved first-generation, Mexican American students, faculty, and administrators from the University of Texas-Pan American (UTPA). Data collection methods included: student focus groups, individual interviews, observations, reflective notes and a review of relevant documents. Instrumentation used for this study incorporated a student questionnaire as well as pre-established interview questions. Findings revealed students’ perceptions of a Border HSIs, the experiences they describe as helpful in allowing them to obtain a degree; and the institutional characteristics faculty and administrators found critical in allowing first-generation, Mexican American students to persist. This study builds upon a pilot conducted in 2009-2010, that assessed Latino students’ perceptions of HSIs. The goal of this study is 1) to contribute to the literature on first-generation, Mexican American student success and 2) to further enrich our knowledge about the campus climate of Border HSIs and their role in degree attainment of Latinos. / text