Orientador: Bela Feldman-Bianco / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-05T05:03:26Z (GMT). No. of bitstreams: 1 Maher_CristinaMachado_M.pdf: 10495760 bytes, checksum: 231270652b39fd5d3eb397f1901d791f (MD5) Previous issue date: 2005 / Resumo: Com o final do regime militar, o cenário político brasileiro vem sofrendo profundas transformações. Muitas dessas transformações dizem respeito à projeção que diferentes movimentos sociais passaram a ter nesse cenário. É nesse contexto que se situam os esforços empreendidos pelo movimento negro na criação de novas esferas de participação política e na eleição do Estado como um importante interlocutor. Entre as demandas colocadas pela militância, encontram-se aquelas voltadas para a criação de políticas públicas focadas na reversão dos quadros de desigualdade racial. Neste trabalho,analiso a ação política-empreendida por atores e grupos ligados principalmente ao movimento de mulheres negras - que se ocupa da articulação entre políticas públicas de saúde e o recorte racial. Além de abordar as estratégias, as negociações e os conflitos que configuram essa ação, analiso os sentidos atribuídos à categoria "raça" ao longo do debate. A intenção é mostrar que, longe de ser uma categoria estanque, "raça" presta-se à construção de múltiplos discursos, tendo, portanto, um papel decisivo para a militância da qual esta pesquisa se ocupa. Analiso, ainda, as interlocuções (muitas vezes tensas) construidas entre os marcadores "raça" e "gênero", interlocuções essas que marcam e singularizam as mobilizações políticas empreendidas pelo movimento de mulheres negras / Abstract: With the end of the military regime, the Brazilian political scene has suffered profound transformations. Many of these transformations are related to the increased visibility that different social movements came to have in this scenario. Efforts made by the Brazilian Black Movement to create new spheres of political participation, as well as to establish a constructive dialogue with the Brazilian governrnent, should be understood as part of this process. Among the many demands made by Black militants were the establishment of public policies to eradicate racial inequalities in the country. In this study I have tried to analyze the political actions of people and social groups - particularly those referring to the Brazilian Black Women Movement - whose primary concern is to link public health policies and racial issues. Along with the social and political strategies, negotiations and conflicts that comprise these actions, I have also tried to analyze the different meanings attributed to the category far from being a fixed category, "race" lends itself to the construction of multiple discourses, playing, therefore, a decisive role in the Black militant's political struggle. Finally, I have also discussed the often tense articulation the Black Women Movement establish between "race" and "gender", focusing on the way this articulation determines and singles out their the political mobilizations / Mestrado / Antropologia Social / Mestre em Antropologia Social

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No. of bitstreams: 1 waldeirreispereira.pdf: 1592637 bytes, checksum: 3b931206ee170cb24e53ab92f3dcf96c (MD5) Previous issue date: 2016-03-22 / O objeto deste trabalho foi compreender as representações de uma educadora da rede de ensino municipal da cidade de Juiz de Fora, MG, em relação aos alunos negros no cotidiano escolar, tendo como pergunta mobilizadora o quanto sua história de vida e de sua formação inicial e continuada influenciou nas suas representações sobre os negros e no seu trabalho cotidiano com eles. A reflexão proposta tem por base os princípios teóricos da Antropologia do Imaginário na perspectiva de Gilbert Durand, que revela através de sua hermenêutica simbólica a necessidade de leituras contextuais do simbólico, assim como compreender estes fenômenos de referência diferente das tradicionais surgidas na modernidade, derivando uma posição epistemológica que reivindica o lugar de um campo teórico emergente, em que o conhecimento deve considerar as diversas dimensões do humano, o racional e o afetivo. Este campo procura promover o encontro multidisciplinar, reunindo a diversidade de conhecimentos que levam o homem a se compreender como animal simbólico. A metodologia utilizada na pesquisa é a narrativa que pode ser compreendida como uma possibilidade de se atravessar memórias que são construídas na escuta de forma artesanal, como um interpretar de vidas e um aproximar do cotidiano investigado, onde acontece um encontro de vidas do narrador e do pesquisador. A professora investigada tem uma trajetória de vida e profissional marcada por dificuldades em lidar com as temáticas étnico-raciais e com seus alunos negros, inclusive com ausência da temática em sua formação inicial e continuada. Ela tende a culpabilizar os negros pelos seus resultados somente enxergados como negativos no espaço escolar. É recorrente em seu ideário e imaginário as representações simbólicas negativas de uma escola que se deteriora ligada à entrada de estudantes negros, marcada principalmente com o momento de mudança da escola em que trabalha, com o aumento da presença desses, que trouxeram à tona demandas silenciadas em relação às questões raciais. Tal recorrência liga-se as atividades pedagógicas que não contemplam conteúdos relacionados à História e Cultura Africana e Afro-brasileira. Conclui-se que essas invisibilidades sobre o negro são decorrentes de fatores como a não presença no processo formativo inicial e continuado de questões ligadas às diversidades e pela continuidade no cotidiano do espaço escolar do domínio do ensino alicerçado no paradigma clássico que afasta ou silencia o afetual e as diversas culturas da educação. / The subject of this research was to understand the representations of a teacher from the municipal educational system in the city of Juiz de Fora, MG, regarding the black students in school routine, having as mobilizing questions how their life history and his early training and continued influence in their representations concerning black people and their everyday work with them. The proposed reflection is based on the theoretical principles of the Anthropology of the Imaginary from the perspective of Gilbert Durand, who reveals through his symbolic hermeneutics the need for contextual readings of the symbolic, as well as understand these phenomenon of reference different from traditional arisen in modernity, deriving an epistemological position that claims the place of an emerging theoretical field, where knowledge should consider the various dimensions of human, the rational and the emotional. This field seeks to promote the multidisciplinary meeting, bringing together the diversity of knowledge that lead man to understand himself as a symbolic animal. The methodology used in the research is the narrative that can be understood as a chance to go through memories that have been built on listening by artisan form, as a play of life and one to approach the investigated everyday, on which happens an encounter of lives the narrator and the researcher. The investigated schoolteacher called Hope, it has a story of life and professional characterized by difficulties in dealing with the ethnic-racial themes and with her black students. She tends to blame blacks for their results only seen as negative within the school. It is recurrent in her narrative the time for school change with the influx of black students which it has brought questions silenced demands in relation to racial issues. Such recurrence binds the teaching activities for Hope not contemplate contents related to history and African culture and Afro-Brazilian. The absences are due to factors as non-presence in the initial education process and continuing issues related to diversity and by continuing in the school environment everyday education domain embedded in the classical paradigm that keep way or silence the afetual and the different education.

Immigrant incorporation in the United States has been a topic of concern and debate since the founding of the nation. Scholars have studied many aspects of the phenomenon, including economic, political, social, and spatial. The most influential paradigm of immigrant incorporation in the US has been, and continues to be, assimilation, and the most important place in and scale at which incorporation occurs is the neighborhood. This dissertation captures both of these integral aspects of immigrant incorporation through its consideration of three dimensions of assimilation – identity, trust, and civic engagement – among Latin American immigrants and American-born Latinos in Little Havana, a predominantly immigrant neighborhood in Miami, Florida. Data discussed in the dissertation were gathered through surveys and interviews as part of a National Science Foundation-funded study carried out in 2005-2006. The combination of quantitative and qualitative data allows for a nuanced understanding of how immigrant incorporation is occurring locally during the first decade of the twentieth century. Findings reveal that overall Latin American immigrants and their American-born offspring appear to be becoming American with regard to their ethnic and racial identities quickly, evidenced through the salience and active employment of panethnic labels, while at the same time they are actively reshaping the identificational structure. The Latino population, however, is not monolithic and is cleaved by diversity within the group, including country of origin and socioeconomic status. These same factors impede group cohesion in terms of trust and its correlate, community. Nevertheless, the historically dominant ancestry group in Little Havana – Cubans – has been able to reach notable levels of trust and build and conserve a more solid sense of community than non-Cuban residents. With respect to civic engagement, neighborhood residents generally participate at rates lower than the overall US population and ethnic subpopulations. This is not the case for political engagement, however, where self-reported voting registration and turnout in Little Havana surpasses that of most benchmarked populations. The empirical evidence presented in this dissertation on the case of Latinos in Little Havana challenges the ways that identity, trust, and civic engagement are conceptualized and theorized, especially among immigrants to the US.

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Interracial couples have different experiences compared to their intraracial counterparts. Interracial couples and their relationships (particularly their marriages) have been studied to see whether there are any effects on the relationship due to the couple’s inherent differences. However, the literature heavily focuses on interracial marriages while only touching on interracial relationships in general, with a primary focus on interracial couples of all kinds. With the tension between White and Black Americans over the years, one can wonder if there would be any noticeable differences within Black/White interracial couples with regard to racial identification and experienced discrimination due to the Black-White racial disparity. This study tested whether these factors contribute to the overall relationship satisfaction in Black/White interracial couples. Data were collected via MTurk and participants completed three assessments to capture how racial identity and experienced discrimination impact their relationship. Racial identity was assessed using Worrell, Mendoza, and Wang’s (2019) Cross Ethnic-racial Identity Scale- Adult (CERIS-A); perceived racial discrimination was assessed Conger’s (2006) revised version of Landrine et al.’s (2006) General Ethnic Discrimination Scale; and relationship satisfaction was assessed using Funk and Rogge’s (2007) Couples Satisfaction Index (CSI-16). It was predicted that experienced discrimination and racial identity would impact the relationship satisfaction of Black-White interracial couples. The results showed that experienced discrimination did significantly impact relationship satisfaction and racial identity, however, racial identity did not significantly impact relationship satisfaction in Black-White interracial couples. The lack of research on the CERIS-A’s validity when interacting with other constructs, a missing question on the CSI-16, and not accounting for biracial participants and their experiences with racial identity development are all limitations that should be considered when reviewing the results. Clinicians can use the information from this study to assist clients in having more conversations about their experiences of discrimination with one another and having them create their own meanings around interracial dating and racial identity.

The aim of this thesis is to analyze how the film Freedom Writers, released in 2007 anddirected by Richard LaGravenese, reflects on the topic of racism. The analysis is based on twoof the key tenets of Critical Race Theory, “Whiteness as Property” and “Commitment to SocialJustice”, which are used as analytical tools. Furthermore, the analysis also includes RacialIdentity Development Theory, which represents different stages of development as people beginto define themselves in relation to others. This thesis further evaluates pedagogical implicationsin connection to the analysis of Freedom Writers and Critical Race Theory. The results showthat racism is depicted in Freedom Writers through the concept of Whiteness as Property, andthe differences between white characters and characters of color are significant due to theirdifferent views on social justice. In addition, the results show that Freedom Writers may serveas a thought-provoking resource to use in the Swedish EFL classroom to create awareness aboutand discuss the importance of aspects such as racism, empowerment, and social justice in theworld and with regard to the students’ own knowledge.

African American students across income classes have been found to struggle with mathematics, impeding their ability to complete college, pursue lucrative careers, and address socioeconomic problems. Using the tenets of liberation and critical race theory, this qualitative case study explored the perceptions of a small group of 8 African American adults as to what they believe to be the root causes of mathematics achievement disparity for African American K-14 students, and what role the African American community can play in ameliorating these disparities. As most related studies are on low income communities, this study focused on an affluent African American community. Standardized math test performance data were gathered for local public schools, and 8 African American community leaders were interviewed; all but one were parents and 5 were science, technology, engineering, and math (STEM) professionals. Participants identified 4 root causes of disparities and 4 roles the community can play in addressing them. Root causes related to stunted aspirations, cultural obstacles, academic barriers, and poor rewards. Roles included funding a parallel culturally-responsive academic support system, inducing African American organizations to improve support for academic initiatives, improve children's understanding of the importance of math, and strengthen the community's communications with schools. Curriculum for a community training program was designed to support these roles. The results of this study support social change by informing stakeholders on how disparities manifest in mathematics achievement, even in an affluent African American community, and by providing information about how to leverage community participation in developing more culturally relevant and sustainable academic interventions.

This study examined the impact of migration and the resulting intercultural interactions on the cultural identities of first-generation immigrant Trinidadians living in the Philadelphia area of the United States. It focused on four identities: race, ethnicity, socioeconomic status, and nationality. The goal of the study was to determine how Trinidadian immigrants define and reconceptualize these four dimensions of their identities as they make new lives in American society. Another goal was to determine whether identities shift and, if so, how, for Trinidadian immigrants when they move across cultures to a society where they are no longer in the racial, ethnic, or cultural majority. Using a mixed-methods approach, the research included an initial online survey followed by qualitative interviews with a few selected participants. Survey results showed that for three of the identities (ethnicity, socioeconomic status, and nationality), more than half of respondents indicated no change in saliency. Survey respondents rated their shift in racial identity as almost equal between more salient and no change in saliency upon moving to the United States. However, qualitative findings showed that, of the four identities, race became most salient in the United States, even for those who showed no shift in this identity after resettling here. The racial identity of interviewees was influenced by three main factors: the racial identity they were ascribed in the United States, their experiences with racial discrimination, and being made to feel “othered” in a society that does not recognize their Trinidadian racial and ethnic categories. Findings also showed that immigrants in this study who are ascribed a Black identity in the United States acculturate to both African American and European American cultures in multicultural Philadelphia, while maintaining a strong connection to their Trinidadian national identity. This research has practical implications for intercultural researchers and trainers who work with Trinidadian or West Indian populations.

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