Mestrado em Direitos Humanos (PRPG)
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Navegando Mestrado em Direitos Humanos (PRPG) por Por Orientador "Leitão, Rosani Moreira"
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Item Direitos humanos e relações étnico-raciais na rede municipal de educação de Goiânia – GO(Universidade Federal de Goiás, 2014-02-27) Camilo, Christiane de Holanda; Leitão, Rosani Moreira; http://lattes.cnpq.br/1983245441436723; Leitão, Rosani Moreira; Pinheiro, Veralúcia; Dias, Luciana de OliveiraBased on route developed international and nationally on international treaties and conventions on Human Rights, was identified with the legal provisions of Education and Human Rights, going on about the requirements of Racial-Ethnic Relations in the Brazilian educational context to arrive in 2012 the National Guidelines on Human Rights Education. We analyzed the constitution of social relations in Brazil and the black and indian under the latin american paradigm Modernity and Coloniality and multiculturalist proposal, noting the ethnic-racial aspects of insertion and treatment of blacks and Indians in Brazilian education. Analyzed the proposed municipal Education of Adolescents, Young Adults and Adults in Goiânia - Goiás and Political Pedagogical Project for a school representative of this group , in addition to interviewing the teachers working in these space because since this is a qualitative and interdisciplinary research, had with the purpose to identify, describe and analyze the social representations on Human rights regarding the Racial-Ethnic Relations expressed by teachers and documents Municipal Education Network Goiânia – Goiás.Item Gestão compartilhada do patrimônio cultural: o registro e a salvaguarda das bonecas de cerâmica Karajá(Universidade Federal de Goiás, 2021-04-29) Cavalcante, Celiane Borges; Leitão, Rosani Moreira; http://lattes.cnpq.br/1983245441436723; Leitão, Rosani Moreira; Macêdo Filha, Maurides Batista de; Lima, Nei Clara de; Portela, Cristiane de AssisThis dissertation presents the results of a study made on the cultural policies aimed at the promotion and protection of practices, knowledge and expressions associated with the ceramic dolls of the Karajá people, recognized as Brazilian cultural heritage in January 2012. The primary goal of this research is to understand how the cultural manifestations of indigenous peoples are being dealt with in the country's cultural policies. The specific objectives are to analyze the registration processes and the actions to safeguard the intangible cultural heritage represented by the Karajá dolls, considering the performance of the National Historical and Artistic Heritage Institute (IPHAN), of the Anthropological Museum of the Federal University of Goiás (UFG) and the indigenous communities themselves in these processes, in order to understand this experience of shared and intercultural action involving an institution that manages national policies for the protection of cultural heritage, an academic institution and indigenous communities. One of the questions is whether there is indigenous role as a protagonist in this process of patrimonialization, considering the need to ensure the Karajá people human rights to dignity, autonomy and full citizenship. In this sense, the work seeks to identify subsidies for the development of new actions to strengthen and enhance this cultural asset and its holders. With regard to the theoretical and methodological aspects, the research starts from a decolonial and intercultural conception that, at the same time that it is attentive to the narratives and the indigenous perspectives, seeks to understand the unfolding of dialogue and intercultural actions and the possibilities of construction new knowledge and new practices, through shared management. From this perspective, in addition to reading and consulting the specialized bibliography, documents produced in the processes and actions for registering and safeguarding Karajá dolls were analyzed; direct observation and ethnography of events related to these processes and actions that took place between 2018 and 2020, with notes in a field diary and photographic record, in addition to informal conversations and informal talking and remote interviews with representatives of the institutions and communities involved in the process.Item As ceramistas Karajá e o processo de registro de suas bonecas de cerâmica como patrimônio cultural do Brasil(Universidade Federal de Goiás, 2014-12-19) Resende, Michelle Nogueira de; Leitão, Rosani Moreira; http://lattes.cnpq.br/1983245441436723; Leitão, Rosani Moreira; Belas, Carla Arouca; Dias, Luciana de Oliveira; Lima, Neri Clara deIt is through their pottery dolls that Karajá women (self-named In ) convey the picture their people have of themselves and their identity. By modelling clay, they take on an important role on the legitimation of the “Karajá way of being”, creating and recreating the meanings that support their world perspective, besides cultural and ethnic identity. This paper’s objective is to reflect upon the registration of these pottery dolls as a Brazilian cultural heritage (by the Artistic and Historical Heritage National Institute – IPHAN), having these potter women’s conceptions and practices as a central object in this process. Thus, I bring some thoughts on some agencies and people’s actions in the aforementioned process; on the recognition they have been seeking for as an instrument of dissemination and valuation of the potters’ knowledge and work, on the circulation of the dolls/ritxoko as a possibility for network widening and political strengthening, on the appropriation of the institutional discourse and its re-elaboration from an ethnicpolitical point of view, and on the feminine political protagonism that emerges from these potters’ work and craft.Item Educação e relações étnico-raciais: avanços e recuos numa prática pedagógica antirracista no município de Goiânia(Universidade Federal de Goiás, 2015-08-13) Santos, Tainara Jovino dos; Leitão, Rosani Moreira; http://lattes.cnpq.br/1983245441436723; Leitão, Rosani Moreira; Lima Filho, Manuel Ferreira; Macêdo Filha, Maurides BatistaThis study aimed to understand how the education of ethnic-racial relations is being built and developed within the Rede Municipal de Educação de Goiânia and which advances and retreats identified in this process. The ethnographic field research was the Municipal School Marcos Antônio Dias Batista. The research methodology involved bibliographical research, documentary research and ethnographic fieldwork. The aim was to understand how the education of ethnic-racial relations is present in the school context and proposals and pedagogical practices of that school and how their Pedagogical Political Project contemplates the history and african-Brazilian, African and indigenous culture. Which occupy space this knowledge in curriculum map and on school educational activities? How teachers understand and develop the work with the theme and how students and teachers think and relate to ethnic and racial differences in this context. Anyway, I tried to understand that movements such educational proposal have led in the school environment. The results obtained during the process were analyzed in light of the theoretical framework of post-colonialism, liberating education and interpretive anthropology. With this study it was concluded that the implementation process of education of ethnic-racial relations by Law 10.639 / 03 is pervaded by advances and retreats, featuring in an educational proposal in process and still early, from the point of view political and practical. Although currently the school is open to discussions on ethnic and racial differences, on racism and discrimination is not yet effectively reached an anti-racist education project. The survey highlights some difficulties with regard to the subject, including lack of teacher training to carry out the work and strength of teachers in relation to working with the education of ethnic-racial relations in school, and difficulties related to the very structure of Educational county system. The Law 10.639/03 and 11.645/08 is being carried out at schools of Goiania, but the way the work place is still open to question by top resorts of RME and the educators themselves.Item Processos de educação Akwẽ e os direitos indígenas a uma educação diferenciada: práticas educativas tradicionais e suas relações com a prática escolar(Universidade Federal de Goiás, 2016-12-22) Xerente, Ercivaldo Damsõkekwa Calixto; Leitão, Rosani Moreira; http://lattes.cnpq.br/1983245441436723; Leitão , Rosani Moreira; Silva , Cristhian Teófilo da; Herbetta , Alexandre Ferraz; Campos , Cerise de Castro; Borges , Mônica VêlosoThis paper deals with the educational reality of the Akwẽ / Xerente people, with the objective of understanding the relations between their own oral model of education, and the educational models and practices based on writing. To do so, I describe the system and processes of formation and socialization of Akwẽ and Warã youngs, an educational institution, managed by the elderlies, who are responsible for this formation. I also observed the daily practices of the Kakumhu / Riozinho village and the Wakõmẽkwa school, places chosen to perform the ethnographic research. The main interlocutors of the survey were the village elders and sages, as well as the teachers of the mentioned school. The results of the research reveal, on the one hand, a contradiction between the two models of addressed education. On the other hand, they also reveal a search for dialogue between them and between the specific knowledges of each one. This search for dialogue is perceived mainly in the discourses and practices of teachers, who believes that traditional knowledges should be valued and incorporated into the school curriculum. The elders, on the other hand, demonstrate distrust of the school and teachers and point out many restrictions on the socialization of knowledge for all in school. This is because the Akwẽ society is subdivided into clans and each of them considers a sacred and particular patrimony the knowledge they have been keeping, from generation to generation. It is necessary that the community take ownership of your school and, at the same time, it earns the trust of your community. I also see the need for consensus, in which are agreed upon the types of knowledges that can be shared in the school.