Programa de Pós-graduação em Antropologia Social
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Navegando Programa de Pós-graduação em Antropologia Social por Por Orientador "Herbetta, Alexandre Ferraz"
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Item Mẽ ixpapxà mẽ ixàhpumunh mẽ ixujahkrexà: território, saberes e ancestralidade nos processos de educação escolar Panhĩ(Universidade Federal de Goiás, 2019-10-21) Apinajé, Júlio Kamêr Ribeiro; Herbetta, Alexandre Ferraz; http://lattes.cnpq.br/8579440598142385; Herbetta, Alexandre Ferraz; Baniwa, Gersem Luciano; Pechincha, Monica SoaresEsta disertación presenta procesos educativos de lucha y resistencia para el territorio. Muestro cómo la escuela Apinajé puede buscar basarse en la cosmología indígena. Solo con un espacio territorial preservado puede Panhĩ desarrollar sus prácticas sociales y políticas de organización social y formación de Apinajé. El conocimiento y la investigación sobre la ascendencia es la única forma de desarrollar y fortalecer el aspecto de ser Apinajé. En el curso de esta disertación, también me dedico a hablar con más énfasis en la educación escolar de Panhĩ y sus contribuciones beneficiosas y perjudiciales para nuestra gente. La ciencia de Panhĩ es esencial en las políticas de formación del ser social de Panhĩ y también en las políticas públicas de educación escolar.Item Uma presentificação da negligência em ações e omissões frente aos Avá-Canoeiro no médio Araguaia e no alto Tocantins: os “nós” invisíveis do poder(Universidade Federal de Goiás, 2022-04-20) Becker, Diego Allen; Herbetta, Alexandre Ferraz; http://lattes.cnpq.br/8579440598142385; Herbetta, Alexandre Ferraz; Silva, Cristhian Teófilo da; Pechincha, Mônica Thereza SoaresThe following text provides an interpretation of different aspects that permeate the relationships between actors directly or indirectly involved in policies or actions to repair or compensate for the damage caused to the Avá-Canoeiro, and the positioning of these actors in relation on the indigenous people and the harm caused to them for the occupation of its territory, for economic enterprises. Based on factors exposed in works on the subject, the text analyzes some ways of acting that led companies or state institutions, which have a legal (or institutional) obligation, at least to guarantee the basics for an integrity of the well-being and well-being of the Avá-Canoeiro, to resort to the most frivolous ways of remaining silent in the face of their obligations or agreements, singed in relation to the rights of indigenous people. The work exposes some the existing contradictions between the positions adopted by actors responsible for policies or actions aimed at indigenous people, and their discourse in relation to them in their publications, or in works carried out by third parties through their direct or indirect influence. Also punctuating some changes that occurred in the forms of agency and political articulation of the Avá-Canoeiro, in relation to some works already published.Item Pjê Ita jê kâm mã itê ampô kwy jakrepej: das possibilidades das narrativas na educação escolar do povo Krahô(Universidade Federal de Goiás, 2019-03-08) Krahô, Letícia Jôkàhkwj; Herbetta, Alexandre Ferraz; http://lattes.cnpq.br/8579440598142385; Herbetta, Alexandre Ferraz; Mainardi, Camila; Ladeira, Maria Elisa; Melo, Elisângela Aparecida Pereira deThis paper aims to address the life trajectory of three generations of women from the Wrykwyj family, from my great- grandmother to me. And beyond that, put them in relation to the circulation of knowledge present in narratives in the current world, which encompasses the school and traditional ways of telling the world. I seek to know what education was like at the time and in the generation of my great-grandmother, my mother, mine and how young people are learning in non-indigenous schools today. In addition, as the knowledge of the Krahô people is being passed on. I emphasize that there is little written about these memories of the Krahô provo, fact that also motivated the realization of this research. The research was carried out with the familiarity and the affectivity among the people, beings and institutions in the Kraholândia Indigenous Land, located in the municipality of Goiatins, state of Tocantins, in Nova Aldeia and Aldeia Sol, in the family nuclei of these three generations of women, passing through the indigenous schools of Panca Pencahhac and Amcrokwyj. In these contexts i enter as a Krahô indigenous researcher, through the qualitative ethnographic approach, to carry out the survey of this information throughout a period of field work, consisting of familiar oral learning and theoretical reflections, in order to contribute to the strengthening of storytelling, whether in the houses, in the village courtyard or at school.Item Pedagogias quilombolas – considerações sobre as possibilidades de uma educação escolar quilombola em Minas Gerais(Universidade Federal de Goiás, 2021-12-15) Leal, Francy Eide Nunes; Herbetta, Alexandre Ferraz; http://lattes.cnpq.br/8579440598142385; Ratts, Alecsandro José Prudêncio; Mainardi, Camila; Pereira, Mariana Cunha; Landa, Mariano Báez; Costa, Kênia GonçalvesThis thesis is the result of a collective construction with quilombola educators. It was written through various voices, writings, and bodies, with the focus on problematizing, from na anthropological perspective, processes and situations involving quilombola school education in Minas Gerais (Brazil). The objective was to analyze the elaboration process of the current legislation on the subject, the conflicts arising from and implicit in this process, the institutionalization of the state bureaucracy in Minas Gerais, and the possible advances observable from the “school ground”, such as the elaboration of counter-colonial pedagogical practices, a central element in the thesis. Besides the analysis of secondary data, I also carried out an ethnography in the Fazenda Passagem Funda State School and followed events in which quilombola intellectuals and teachers spoke about the issue. Thus, it became evident that the implementation of “quilombola schools” instead of “schools in the quilombos” requires a long process of community resistance in face of the existing tensions inside the school spaces and territories, which are permeated by foreign policies and values. The progressive overcoming of these tensions, as we have seen, has been occurring with the recognition of quilombola teachers, as a particular category, and the access of quilombolas to universities, which materialize the possibility of building a differentiated quilombola school education – anti-racist, autonomous, counter-colonial, and collectively promoted by the communities.Item Entre trajetórias: tecendo redes e fazendo política em/com Terra Dura(Universidade Federal de Goiás, 2015-12-17) Leal, Francy Eide Nunes; Herbetta, Alexandre Ferraz; http://lattes.cnpq.br/8579440598142385; Herbetta, Alexandre Ferraz; Vieira, Suzane de Alencar; Ratts, Alecsandro José PrudêncioThis dissertation is the result of an ethnographic study “about” and “with” the Quilombola Community of Terra Dura, which is located in the north of Minas Gerais. As we will show, the struggle to regain part of the original territory leads to the elaboration of specific political strategies and actions. The creation of a system of internal relations, which reaches both the nearby quilombola communities and, to some extent, the non-quilombola universe, is an essential part of this strategy. Geographical proximity, as well as kinship relations and religiosity, underlie the relationship between the quilombola communities of the region. The objective of this study is to shed light on the political mobilization and organization of the Quilombola Community of Terra Dura.Item “Temos que ajuntar o conhecimento”: professores indígenas e interculturalidade(Universidade Federal de Goiás, 2016-01-08) Pereira, Dayane Renata Silva; Herbetta, Alexandre Ferraz; http://lattes.cnpq.br/8579440598142385; Herbetta, Alexandre Ferraz; Silva, Maria do Socorro Pimentel da; Silva, Joana Aparecida FernandesIndigenous graduation in Brazil has provided training to many indigenous teachers in recent years. The Federal University of Goiás have the Takinahaky Nucleus for Training of Indigenous Teachers who since 2007 is working with the people of the Araguaia-Tocantins region and develops on the principles of interculturality and transdisciplinarity. These principles are scored in the publications of laws and the provision of public policies that value the socio-cultural practices and the native language of each indigenous community. Thus, this work analyzes the concept of intercultural education from the point of view of indigenous teachers and what are the ways that are being built for your practice. This is an anthropological study of Indigenous Graduation through the perspectives of indigenous teachers and their relations with the university, the school and the community. This ethnography is constituted in open interviews and observations within the Indigenous Graduation of the Federal University of Goiás, where the field work is concentrated in the indigenous teachers who are here understood as key actors for the development of indigenous schools and the main articulator of school, community, government and society.Item Redes afro-indígenoafetivas: uma autoetnografia sobre trajetórias, relações e tensões entre cotistas da pós-graduação stricto sensu e políticas de ações afirmativas na Universidade Federal de Goiás(Universidade Federal de Goiás, 2019-08-08) Quintiliano, Marta; Bapstita, Jean Tiago; http://lattes.cnpq.br/9407792021708165; Herbetta, Alexandre Ferraz; http://lattes.cnpq.br/8579440598142385; Herbetta, Alexandre Ferraz; Wichers, Camila de Azevedo Moraes; Pinto, Joana PlazaEn 2015, la Universidad Federal de Goiás (UFG) aprobó la reserva del 20% de vacantes para candidatos indígenas y negros (negros y pardos) para todos los programas de Postgrado Stricto Sensu, siendo una de las primeras en el país a tener tal política . Así, la continuidad de las acciones afirmativas que ya existían en la graduación con el programa UFGInclui, fue consolidada. Sin embargo, lo que este escenario evidencia es la necesidad de reflexiones acerca de la efectividad de las políticas de inclusión y permanencia de la institución, lo que afecta la trayectoria académica de los estudiantes cotistas. En vista de ello, mi principal objetivo es analizar las tensiones, avances, límites y conflictos para la efectividad de estas políticas de inclusión a partir de las trayectorias de los estudiantes, incluyendo la mía, y pensar en el potencial de las redes Afro-indigenoafetivas construidas en este proceso de transformación universitária.Item Roberto Cardoso de Oliveira: um olhar sobre o trabalho entre os Terena(Universidade Federal de Goiás, 2017-08-23) Santana, Rafael Martins; Herbetta, Alexandre Ferraz; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4717882P8; Silva, Joana Aparecida Fernandes da; Landa, Mariano BáezTesting the limits of the knowledge and language of anthropological thinking is the central objective of this research. For this, we seek to make a meeting between the anthropological production of Roberto Cardoso de Oliveira, his thoughts, ideas and concepts about the Terena and different ethnographic and experiences of the Terena in their social life as a way of problematical discourse and anthropological thinking about the life of these indigenous people. To understand how through this encounter and relations, this incursion can provoke us to think about the relations of difference among the forms of construction of the singular questions, problems and social worlds. We chose to establish as a question for the exercise of this investigation and theoretical essay, to ask how the question of Labor is experienced among the Terena, its limits, contours and elements of tension, that can extrapolate conventional ways of dealing with the subject, commonly approached from a prism of a plan of immanence and western imagery. Thus, as an option to problematical the production of anthropological thought, its forms of construction and practices of knowledge, we developed a dialogue with authors of the contemporary anthropological landscape, of course, Marilyn Strathern, Roy Wagner and Eduardo Viveiros de Castro. Testing these limits has led us to propose, as an alternative to conventional thinking in the anthropological discourse of the Terena's social and collective experience, other possibilities for thinking about the production of the indigenous social world. In this way, it is possible to point out the possibility of emergence of singular indigenous concepts as a choice to approach their own social constructions.Item Música, educação e currículo: propostas pedagógicas na educação indígena(Universidade Federal de Goiás, 2019-02-05) Silva, Cainã Queiroz; Herbetta, Alexandre Ferraz; http://lattes.cnpq.br/8579440598142385; Mainardi, Camila; Silva, Maria do Socorro Pimentel da; Herbetta, Alexandre FerrazThe purpose of this study is reflect about new pedagogical proposals in the Licentiate for the training of indigenous teachers of the Federal University of Goiás - UFG. The Intercultural Bachelor's degrees aim to discuss teaching possibilities in which Western and non-western knowledge occupies the formal institution denominated traditionally Western school. Music emerges as a pedagogical proposal for certain indigenous peoples, such as the Krahô and Apinajé.Through the Intercultural Licentiate, teachers and professors establish dialogues between theuniversity and the community for the production of pedagogical political projects in which indigenous knowledge is inserted in the institution without being subjugated to modern science.Therefore, the present work analyzes the pedagogical possibilities and the impasses in theconstruction of an indigenous school.Item Marginalidade e luta: por uma descolonização curricular na educação física(Universidade Federal de Goiás, 2018-08-08) Silva, Everton Lamare Costa Melo e; Herbetta, Alexandre Ferraz; http://lattes.cnpq.br/8579440598142385; Herbetta, Alexandre Ferraz; Lima, Roberto Cunha Alves de; Landa, Mariano BáezThis dissertation is the result of a journey of surprises and restlessness that began even during the accomplishment of my undergraduate course in Physical Education and extended to the master's degree in Social Anthropology, both undertaken in Universidade Federal de Goiás (UFG). Its main objectives are: to establish an analysis of the degree curriculum in Physical Education on the basis of decolonial and postcolonial criticisms, questioning the eurocentric epistemological foundations of hegemonic thought, as well as evaluate the possible progress made in the documents and in the practice of teaching of the Faculdade de Educação Física e Dança (FEFD) of UFG, that make it possible to reformulate these epistemological basis in a democratic and decolonized way. The methodology used for this purpose relies primarily on a literature review of the Class Political Proposals of three reference universities: UNICAMP (SP), UnB (DF) and ESEFFEGO (GO), together with UFG, from the manifest speeches in their curriculum of degree in Physical Education, and, later, with a participant observation carried out in the Fight class of FEFD-UFG, for a period of six months (duration of the class).