Journal articles on the topic 'Poto (African people)'

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1

Thomas, C. "Bloodier than black and white: liberation history seen through detective sergeant Donald Card’s narrative of his investigations of Congo and Poqo activities, 1960-1965." New Contree 50 (November 30, 2005): 20. http://dx.doi.org/10.4102/nc.v50i0.440.

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By 1950 the African National Congress and the Natal and Transvaal Indian congresses, had already embarked on an activist road to free Africans, Coloureds and Indians from unfair discrimination, injustices big and petty, and oppression. Over the next ten years, the liberation struggle quickened into a multifronted thrust against the apartheid state, including civil disobedience, strikes and boycotts, and the transition to violent struggle. From the pioneering works such as Edward Roux’s Time Longer than Rope (1964) through a host of treatises to the latest study by the South African Democracy Education Trust, The Road to Democracy Volume 1 (1960-1970) (2004) the liberation struggle has, with few exceptions, been sketched in black and white. Scholars generally sing the praises of the seekers of the public good (the liberation movement) and excoriate the perpetrators of evil (the apartheid state and its functionaries).1 The liberation struggle did indeed involve the efforts of those aspiring to freedom, opportunity and republican virtue against those who oppressed African, Coloured and Indian people and held them hostage through legislation and denial of opportunity and who appropriated the best fruits of society for white South Africans. Political struggle, and indeed political combat, as it played out in South Africa, however, made for a messy picture that often defies the hero-andvillain narratives that had invariably been produced and which seeped into our national consciousness. This article will explore the evasions, omissions, and twists that made possible the black and white liberation history that are currently consumed. To do so the activities of the Congo or iKongo movement, will be probed into as well as that of and Poqo.2 It will be done through the story of police detective Donald Card who had been involved in almost every significant event in South African history the past five decades.3 The why of certain events and developments, including crime under the cloak of politics, are often ignored or romanticised. This included charges of torture and brutality, push so readily into the public domain – as in Red Dust, the latest drama on torture in South Africa.
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2

Kaseke, Edwin. "Social security and older people." International Social Work 48, no. 1 (January 2005): 89–98. http://dx.doi.org/10.1177/0020872805048711.

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English This article discusses the concepts and forms of social security and examines some of the systems and trends in Africa. Formal systems in Africa are poorly developed and suggestions are made for improving the situation. French Cet article discute de concepts et de formules de sécurité sociale et examine certaines tendances africaines. L'auteur observe que les systèmes de sécurité sociale sont peu développés en Afrique et suggère des moyens de remédier à la situation. Spanish Se examina el concepto y las formas de seguridad, así como también algunas de la direcciones hacia las que apunta la seguridad social en Africa. Se observa que en Africa los sistemas de seguridad social están poco desarrollados, y se hacen sugerencias para mejorar la situación.
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Auguste, HOUINSOU Tognidè. "Public Transport Services of Minibus between Cotonou and Porto – Novo in Benin." Journal of Humanities and Social Sciences Studies 5, no. 7 (July 12, 2023): 14–28. http://dx.doi.org/10.32996/jhsss.2023.5.7.3.

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African cities, including Cotonou and Porto-Novo, have experienced an increase in their populations over the past four decades due to migration on the one hand and the services offered by the latter on the other. This requires mass transport for the mobility of urban populations and those on the outskirts of these cities. This research contributes to a better understanding of the risks to which the passengers of public transport provided by minibuses between Cotonou and Porto-Novo are exposed. The methodological approach used is based on documentary research, data collection in the field, data processing and analysis of results. The collection tools used are the observation grid, the questionnaire and the interview guide with 148 people and 21 municipal authorities. SPSS 2.1 was used for statistical data processing. The Excel 2013 spreadsheet, Word 2013 and QGIS software were respectively used for word processing, the creation of graphs and tables and then various maps. The analysis of the results shows that the socio-professional class of minibus public transport passengers between Cotonou and Porto-Novo is made up of workers 33% of the respondents; sellers and resellers of finished products, food (43%); students/pupils (11%) and others (13%) of those questioned. The purchasing power of this target remains weak, which does not allow it to use other means of public transport, which cost more than three times the minibus fare according to this one. Public transport by minibus is, therefore, the preferred method for low-class passengers. In addition, the results of this research reveal four main risks, which are: contamination of communicable diseases, including COVID-19, according to 23% of those questioned; the fall of apprentices or even users/passengers/customers for 24% of respondents; road traffic accidents (47%) and injuries related to discomfort in the seats of minibuses to which 6% of the passengers surveyed referred. Taking into account these risks and the weaknesses identified by this research will improve mass transport services by minibus between Cotonou and Porto-Novo.
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E. KROA, A. SOUMAHORO, B. YAO Kouamé, I. TIEMBRE, and M.P. KOUADIO Yobouet. "Antimalarial and antianemic medicinal plants used by traditional medicine practitioners and the populations of the Korhogo 1 health district (Poro Region, Ivory Coast)." GSC Biological and Pharmaceutical Sciences 19, no. 1 (April 30, 2022): 154–71. http://dx.doi.org/10.30574/gscbps.2022.19.1.0129.

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The purpose of this study is to identify a list of medicinal plants used by Traditional Medicine Practitioners and the populations to treat malaria and anemia in the health district of Korhogo1. The ethnobotanical survey carried out among 251 people, including 51 practitioners of traditional medicine and 200 people from the general population identified 49 species for the treatment of malaria. Individuals cited Azadirachta indica 54 times, Carica papaya 51 times and Nauclea latifolia. For the treatment of anemia, 36 species have been identified, of which the most cited are: Hibiscus sabdariffa (38 citations), Tectona grandis (27 citations) and Justicia secunda (27 citations). The predominantly methods of preparation of remedies are decoction (63.84%), maceration (11.15%). The remedies are administered in the majority of cases orally in the form of 64.04% drink. The leaves represented 51.26% of the organs used in the preparation of herbal remedies. As part of this survey, nearly 85 plant species were listed for their antimalarial and anti-anemic properties. These species constitute potential resources that can lead to the isolation of phytocompounds of therapeutic interest. Also, given the strong use of medicinal plants by the communities, at around 90%, the ivorian government, through the Ministry of Health, has integrated into its health policy and its strategy for the development and promotion of health. Traditional medicine the research and promotion component of the traditional African pharmacopoeia. This, with the aim of making available to the populations effective Improved Traditional Medicines, of guaranteed quality and harmlessness.
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Mumford, Jeremy Ravi. "Litigation as Ethnography in Sixteenth-Century Peru: Polo de Ondegardo and the Mitimaes." Hispanic American Historical Review 88, no. 1 (February 1, 2008): 5–40. http://dx.doi.org/10.1215/00182168-2007-077.

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Abstract Scholars of colonialism have drawn attention to the link between litigation and ethnography. In nineteenth- and early twentieth-century Asia and Africa, European colonizers frequently tried to adjudicate local disputes according to conquered people’s own laws, which they therefore investigated and codified (creating much invented tradition in the process). This paper explores that link in sixteenth-century Spanish Peru, where, to a remarkable extent, recently conquered Andean people took their disputes to colonial courts. Spanish judges were supposed to decide intra-Andean disputes according to existing laws and customs but seldom actually tried to find out what those customs were. However, in cases where colonial elites were already interested in understanding specific indigenous institutions, litigation between rival Andean groups provided the context in which Spanish officials explored those institutions most profoundly. As a case study, this paper examines the Spanish official Polo de Ondegardo and the Andean social category of mitmaqkuna or mitimaes, which were settlement enclaves created by the pre-Hispanic Inca state. Mitima networks undermined colonial policies of spatial clarity and social control but were legitimized by the prestige that the Incas’ memory carried in Andean society. They also appeared to be a basis for community prosperity in the bleak Andean highlands, a subject in which the Spanish conquerors, who depended on tribute from Andean communities, had a material stake. Through a series of lawsuits between indigenous parties, Spanish jurists—especially Ondegardo—developed explanations for this apparently alien social institution and integrated it into the colonial state.
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James, Helen Danladi. "Promoting Peaceful Coexistence Through Dialogue and Conflict Resolution." African Journal of Social Sciences and Humanities Research 5, no. 4 (July 15, 2022): 21–26. http://dx.doi.org/10.52589/ajsshr-xx3tzaz0.

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Mwanatari is a community located between Lafiya and Lamurde in Lamurde LGA of Adamawa State. It lies on Latitude 9.560N and Longitude 11.70E, 164.00m/538.06ft ASL. The community shares boundary with Bwatiye (Bachama and Bata) communities. The ethnic groups found within the area are Mwana, Chobbo, Kwah, Waja, Lunguda, Dadiya, Jenjo, Hausa, and Fulani. The people of Mwanatari are predominantly agrarian. Lamurde is the administrative headquarters of the local government area and it is about 100 kilometers from Yola, the State capital. Like any other people Lamurde local government is noted for its unique cultural heritage. The Bachama people are noted warriors as is easily depicted in their popular dance “Wuro Kaduwe” closely related are the Homtu Gbatakaito at Gyawana which has to do with hunting, and the “Badan” at Nghakawo. They have the “kwete” wrestling festival in the town of Lamurde which comes up once in a year. It is a wrestling between the people of Gyawana and Lamurde. It is during the festival that His Royal Highness the Hama Bachama discloses his plans and vision to his subjects. Apart from Kwete wrestling festival, there is the “Poto” at Waduku, “Vayato” at Gyawana and Opalo. The Kwah “ Gikan” festival is celebrated yearly. The Waja celebrates “Saulawe” Chobbo “ Cito” and “Dikulem” “kreth” among the Lunguda and Dadiya respectively. Lamurde itself is a historical town where western civilization and tradition exist side by side. The Mwana people, according to history migrated from Cham in present day Balanga Local Government Area of Gombe State. The people of Cham migrated from Yamel in the East with some tribes like Lunguda, Tula, and Dadiya at about 1777. They came to Africa through Egypt and settled at Wanda. As a result of unproductive agricultural land, bad climate and weather, the people of Cham being good agriculturalists decided to move from Wanda to a free and fertile land at Fitilai (Kuntur) in 1797. At Fitilai, Baba Dan Bulo, an informant said, “The people of Cham settled in groups according to their clans. In these small clans, there is a type of disperse, cross or integrated relationship which is shown by ties of reputed kingship, chieftaincy and religious complexities. The major clans among these settlements were Fitilai to Bwelimi, and Fitilai to Dijimi, out of which the following small clans emerged: Jabe, Bwelimi, Kwasim, Lebe, Dungurang and Tiksir. These clans believed in peace and have special love and care for one another and therefore regard themselves as brothers (Shete) plural of Chum, brother”.
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7

Ntizimira, Christian Ruchaho. ""Does better understanding of cancer care needs impact outcomes...?" The experiences of the Kigali City Cancer Challenge innovation." Journal of Clinical Oncology 38, no. 15_suppl (May 20, 2020): e19016-e19016. http://dx.doi.org/10.1200/jco.2020.38.15_suppl.e19016.

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e19016 Background: Launched in January 2017 at the World Economic Forum in Davos, Switzerland, City Cancer Challenge (C/Can) is a multisectoral initiative supporting cities to take the lead in the design, planning, and implementation of cancer treatment solutions. C/Can serves as a unique platform to increase the number of people with access to quality cancer care in cities through a truly multisectoral approach. With access to both technical and financial resources, cities are supported to strengthen their capacity, leadership, and accountability in the delivery of cancer care, and engage in the design and implementation of cancer treatment and care solutions that meet the needs of their population. In 2018 during the World Health Assembly, the City of Kigali has been selected as the first African City Cancer Challenge alongside with Porto-Alegre from Brazil. Methods: The Needs Assessment questionnaire was designed to provide in-depth information on the delivery of cancer treatment and care services in a city. The objective is to generate systematic and reliable data on the availability. Results: Conclusions: The Kigali C/Can has developed an innovative solution from adapted from Rwandan patients, by Rwandan patients and for Rwandan patients through a city process which include a multi-sectorial decision-makers that was not happened before. [Table: see text]
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Cleminson, Richard, and Ricardo Roque. "Imagining the ‘Biochemical Race’: Sero-Anthropology and Concepts of Racial Purity in Portugal (1900s–1950s)." European History Quarterly 51, no. 3 (July 2021): 355–85. http://dx.doi.org/10.1177/02656914211025468.

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This article traces the reception of blood group research in Portuguese physical anthropology in the first half of the twentieth century and analyses its presence as ‘sero-anthropology’ within the context of the disciplinary and political dynamics of colonial and metropolitan Portugal and against the background of international developments on blood group research. It argues that Portugal, hitherto largely understudied in relation to the broader international picture, was in tune with these developments. The article argues further that Portuguese physical anthropology, particularly research based at the University of Porto, was deeply ingrained with the fear of ‘contamination’ of the ‘race’ by the colonialized ‘other’ and sought to differentiate the Portuguese from the peoples of Africa and the East where Portugal possessed colonies, while it also sought to place the Portuguese within the scale of racial hierarchies of ‘whites’ in Europe. The article elaborates on a number of central and marginal figures within Portuguese anthropology to illustrate these claims and argues that the discipline was in tune with wider European developments in the field but with specific colonialist and racialist inflections, some of which are still felt in Portuguese culture today.
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Rosasco, Paolo, Leopoldo Sdino, and Benedetta Sdino. "Immigration in Genoa: real estate demand survey in the historic centre [Immigrazione a Genova: un’indagine conoscitiva sulla domanda immobiliare nel centro storico]." Valori e Valutazioni 28 (July 2021): 67–80. http://dx.doi.org/10.48264/vvsiev-20212807.

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Migratory flows which characterized European cities over the last decade have generated profound changes in the social and economic tissue causing a housing demand with its own characteristics. In Italy, such phenomenon is particularly evident, not only in terms of property demand by foreigner residents, but also as to the turnover produced in terms of volume. Immigration in Genoa manifested itself starting from the second post-war period through a considerable flow of people coming from South of Italy regions looking for an occupation in many state industries and companies in the city or the port. The phenomenon ceased in the ‘70s with the beginning of the deindustrialization and it has been substituted by foreign immigration coming from North Africa and Central America poorest countries. New residents settle in the urban units of Molo, Maddalena and Prè (Historic Centre) abandoned by traditional inhabitants and where the lower prices level makes the buildings more accessible to this specific demand, often characterized by reduced economic capacities. I flussi migratori che caratterizzano le città europee in questi ultimi decenni hanno generato profondi cambiamenti nel tessuto sociale ed economico causando una domanda abitativa con propri caratteri. In Italia, il fenomeno è particolarmente evidente, sia in termini di domanda di immobili da parte di residenti stranieri sia in termini di volumi di affari prodotti. Per la città di Genova il fenomeno dell’immigrazione si manifesta a partire dal secondo dopoguerra con un consistente flusso di soggetti provenienti dalle regioni del sud Italia in cerca di occupazione nelle molte industrie e aziende statali presenti in città e nel porto. Il fenomeno cessa negli anni ‘70 con l’inizio della deindustrializzazione e viene sostituito dall’immigrazione estera dagli stati più poveri del nord Africa e del Centro America. I nuovi residenti si insediano nei sestrieri del Molo, della Maddalena e di Prè (Centro Storico della città) ormai abbandonati dagli abitanti tradizionali e dove il basso livello dei prezzi rende più accessibili gli immobili da parte di questa specifica domanda spesso caratterizzata da ridotte capacità economiche
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Christian Comlan Viaho, Delphine Adandedjan, Simon Ahouansou Montcho, Martin N Gbedey, and Philippe A Laleye. "Inventory, description and analysis of fishing gear and techniques used in Lake Ahémé and its channels, facing the law on fishing in Benin (West-Africa)." World Journal of Advanced Research and Reviews 12, no. 1 (October 30, 2021): 401–30. http://dx.doi.org/10.30574/wjarr.2021.12.1.0530.

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Located in the southwest of Benin, the study environment consists of Lake Ahémé, the Ahô channel, the Tihimey channel, the coastal lagoons of Grand-Popo and Ouidah. The mouth of Avlo-plage makes the area an Estuarine Lagoon environment rich in ichthyofaunal biodiversity where fishing, the main activity of the populations, is practiced with various gears and techniques which are inventoried and described in this study. The methodological approach adopted revolves around documentary research, field surveys through questionnaires and interviews and direct observations. The people interviewed are made up of fishermen; fish wholesalers; agents specializing in fishery production. The study environment was subdivided into 19 observation stations and the data were collected from January 2018 to December 2019. The gears were illustrated by photos and described according to the results of the documentary research and information received from the fishermen. Their variations according to the bodies of water and the stations were calculated using the Excel 2017 table. The drawn meshes of the nets were measured to the nearest millimeter. The study shows that the inventoried fishing gears and techniques include nets, lines, pots, Acadjas and trap dams (Xhas), categorized into 12 gears and 02 techniques, of which 86% are constant and 14% are accessories. Gbagbaloulou conical nets dominate the gear while the landing net is the least represented. The smallest mesh measured is 2mm, while the largest mesh is 25mm. The fishing gear and techniques used do not ensure rational and sustainable management of fishery resources. Faced with the damage they are causing, the Government proceeded to their systematic removal. Snail farming was initiated to diversify the activities of fishermen.
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Gates, Barbara T. "INTRODUCTION: WHY VICTORIAN NATURAL HISTORY?" Victorian Literature and Culture 35, no. 2 (June 29, 2007): 539–49. http://dx.doi.org/10.1017/s1060150307051625.

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VICTORIANS WERE IN LOVE WITHnatural history. David Allen describes their passion as a series of crazes – over geology, over shells, and over ferns, as in pteridomania (mania over ferns) – to cite just a very few examples. Lynn Merrill, on the other hand, delineates a more comprehensive, cultural romance, one extending over many years. Whatever we choose to call this love, we are still in the process of discovering just how deep and lasting it was. Like many love affairs, it was marked at first by a blush enthusiasm and fascination with otherness. This was followed by curiosity and a rage to risk self in the quest to know more about the other – and sometimes, as a result, by ridiculous missteps. Think of George Eliot and George Henry Lewes sloshing around at the seashore, ill-equipped but determined to find out enough to write about what they were trying to capture and study. Or recall Mary Kingsley out in Africa in a canoe propelled by several Congolese, tumbling out of the boat but saving her trusted copy of Albert Günther's 1880Introduction to the Study of Fishes, tenacious in her desire to bring back labeled specimens to the British Museum of Natural history. Earlier, in a similarly resolute quest to record birdlife, John and Elizabeth Gould globe-trotted to the extent that they put Elizabeth's life and their growing family at risk. And people like explorer/naturalist Thomas Bowdich died of fever for their fervor over natural history, in Bowdich's case as he worked to detail facts about specimens in Porto Santo, off the coast of West Africa. Bowdich left a wife to fend for herself and their family via her own study of natural history, and one result was Sara Bowdich Lee's beautifully illustratedFresh-Water Fishes of Great Britain(1828). The romance with nature certainly cut across class and gender barriers. Stonecutter Hugh Miller could lose himself as easily in geological pursuits as could Charles Darwin or Sir Charles Lyell and Marianne North's passion for plants may well have matched or exceeded that of Kew's famous botanist, Sir Joseph Hooker.
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Nunes, Georgina Helena Lima. "Alfabetização de adultos e idosos a partir de um lugarejo quilombola (Literacy of adults and elderly people from a quilombola village)." Revista Eletrônica de Educação 13, no. 3 (September 2, 2019): 1170. http://dx.doi.org/10.14244/198271992591.

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This article recovers the experience of dialogues on the literacy of adults and elders in the state of Paraná. This experience was part of a seminar held by the Secretary of Education of the State of Paraná for literacy teachers, literacy students and indigenous and quilombola leaders, and took place in Faxinal do Céu in 2008. With the advancement of educational policies for quilombos in all levels, from basic education to higher education, it is believed that recovering the memory of this education process that is little reflected - adult and elderly literacy - becomes important as a memory and projection of the future about how quilombola populations , to some extent, have been subjects of their struggle for schooling for a long time. It is also considered that the social and political conjunctures are now favorable and sometimes unfavorable. In this sense, the registration of the built is a powerful instrument of claiming rights not fully achieved, mainly, education and schooling processes with other ethno-racial, generational, historical and cultural nuances.ResumoEste artigo recupera a experiência de diálogos sobre a alfabetização de adultos e idosos quilombolas no estado do Paraná. Tal experiência fez parte de um seminário realizado pela Secretaria de Educação do Estado do Paraná destinado a alfabetizadores/as, alfabetizandos/as e lideranças indígenas e quilombolas e ocorreu em Faxinal do Céu, em 2008. Com o avanço das politicas educacionais para quilombos em todos os níveis, da educação básica ao ensino superior, acredita-se que recuperar a memória deste processo de educação que pouco é refletido - alfabetização de adultos e idosos -, torna-se importante enquanto memória e projeção de futuro acerca do modo como as populações quilombolas, em alguma medida, se constituem sujeitos de sua luta por escolarização, há um longo tempo. Considera-se, também, que as conjunturas sociais e políticas, são ora favoráveis e ora desfavoráveis. Nesse sentido, o registro do construído é um potente instrumento de reivindicação de direitos não alcançados na sua totalidade, principalmente, de processos de educação e escolarização com outros matizes étnico-raciais, geracionais, históricos e culturais.Keywords: Literacy, Adults, Elderly, Quilombos.Palavras-chave: Alfabetização, Adultos, Idosos, Quilombos.ReferencesALMEIDA, Alfredo Wagner Berno de. 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São Paulo: Cia das Letras, 2006.CUCHE, Denys. A noção de cultura nas ciências sociais. 2.ed. Bauru(SP): EDUSC, 2002.DA MATTA, Roberto da. Relativizando: uma introdução à antropologia social. São Paulo: Rocco Ed., 2005.ELIAS, Norbert. Sobre o tempo. México: Fondo de Cultura Econômica, 1989.FREIRE, Paulo; GUIMARÃES, Sérgio. A África ensinando a gente. São Paulo: Ed. Paz e Terra, 2003.GOMES, Flávio dos Santos. Mocambos e quilombos: uma história do campesinato negro no Brasil. 1.ed.. São Paulo: Claro Enigma, 2015.HALL, Stuart. Da diáspora: identidades e mediações culturais. Belo Horizonte: Humanitas, 2003.HAMPATÉ BÂ, Amadou. A tradição viva. In: KI-ZERBO, J. História Geral da África: metodologia e pré-história da África. São Paulo: Ática, v.1, 1980.LÉVI-STRAUSS, Claude. O pensamento selvagem. 2.ed. São Paulo: Ed. da Universidade, 1970.LOPES, Nei. Enciclopédia brasileira da diáspora africana. S. Paulo: Selo Negro Edições, 2004.MORTATTI, Maria Rosário Longo. História dos métodos de alfabetização no Brasil. Conferência proferida durante o Seminário "Alfabetização e letramento em debate", promovido pelo Departamento de Políticas de Educação Infantil e Ensino Fundamental da Secretaria de Educação Básica do Ministério da Educação, realizado em Brasília, em 27/04/2006.NUNES, Georgina Helena Lima. A construção social da infância nas políticas públicas, nos discursos científicos e nas práticas sociais. Dossiê Infância e Relações Étnico–Raciais. Revista Eletrônica de Educação, Reveduc, vol. 9, n.2, p. 615-636, 2015. DOI: http://dx.doi.org/10.14244/198271991152NUNES, Georgina Helena Lima. Educaçã0 escolar quilombola: processos de constituição e algumas experiências. Dossiê Educação, Quilombos e Ensino de História: paradigmas e propostas. Revista da Associação Brasileira de Pesquisadores/as Negros/as (ABPN), [S.l.], v. 8, n. 18, p. 107-131, fev. 2016aNUNES, Georgina Helena Lima. Cartografias do sul do país e pedagogia para a educação escolar quilombola. In: SOUZA, Edileuza; NUNES, Georgina Helena Lima; MELO, Willivane de. Memória, territorialidade e experiências de educação escolar no Brasil. Pelotas: Editora da UFPel, 2016b.OLIVEIRA, Eduardo. Filosofia da ancestralidade: corpo e mito na filosofia da educação brasileira. Curitiba: Ed. Gráfica Popular, 2007.PRANDI, Reginaldo. Mitologia dos Orixás. São Paulo: Cia das Letras, 2001.ROLNIK, Suely. Despachos no museu: sabe-se lá o que vai acontecer... Revista São Paulo em perspectiva, 15 (3), p. 3-9, jul./set. 2001.SARAMAGO, José. A caverna. São Paulo: Ed. Paz e Terra, 2003.SILVA, Givânia Maria da. A proposta de educação do Território Quilombola de Conceição das Crioulas. 2012. 251p. Dissertação (Mestrado em Educação), Universidade de Brasília (UnB), Faculdade de Educação, 2012.SILVA, Vagner Gonçalves da. Candomblé e Umbanda: caminhos da devoção brasileira. 2.ed. São Paulo: Selo Negro, 2005.SKLIAR, Carlos. A invenção e a exclusão da alteridade “deficiente” a partir dos significados da normalidade. Educação e Realidade, v.24, n.2, p. 15-32, jul./dez. 1999.SODRÉ, Muniz. A verdade seduzida: por um conceito de cultura no Brasil. 3ª. ed. Rio de Janeiro: DP&A, 2005 .SOUZA, Ana Lúcia S. Negritude, letramento e uso social da oralidade. In: CAVALLEIRO, Eliane. Racismo e anti-racismo na educação: repensando nossa escola. São Paulo: Ed. Selo Negro, 2001.SOUZA, Edileuza; NUNES, Georgina Helena Lima; MELO, Willivane de. Quilombo, memória e Território: reflexões sobre a educação escolar. In: SOUZA, Edileuza; NUNES, Georgina Helena Lima; MELO, Willivane de. (Orgs.). Memória, territorialidade e experiências de educação escolar quilombola. 1ª.ed., Pelotas: Editora da UFPel, p. 20-37 2016.VASCONCELLOS, Lia Carvalho. Resenha de “Walter Benjamin: rastro, aura e história (Sabrina Seldmayer, Jaime Ginzburg – Orgs). ALEA. Rio de Janeiro. Vol. 15/1. Pág. 249-253. Jan/Jun. 2013.WILLIS, Roy (Coord.). Mitologias: Deuses, heróis e xamãs nas tradições e lendas de todo o mundo. São Paulo: PUBIFOLHA, s/d.
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Ribeiro, Lúcia, and Manuel A. Vásquez. "A congregação multicultural e a migração brasileira para os Estados Unidos: Reflexões a partir de uma Igreja em Atlanta." Revista Eclesiástica Brasileira 72, no. 285 (February 18, 2019): 76. http://dx.doi.org/10.29386/reb.v72i285.919.

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O artigo discute qual a melhor forma de as igrejas acolherem os imigrantes, no contexto de hostilidade em que estes se encontram hoje. Para isso e como ponto de partida, a discussão situa-se em terras norte-americanas. Dois modelos básicos se colocam: o primeiro é o das tradicionais igrejas étnicas, baseadas na experiência dos imigrantes europeus de início do século XX, formadas por pessoas de uma mesma nacionalidade. Este modelo predominou até os anos 60, quando o rápido crescimento dos fluxos migratórios desde a América Latina, a Ásia e a África gerou uma enorme diversificação racial, política, cultural e religiosa. Foi então que começaram a surgir as igrejas multiculturais, ou multiétnicas/multiraciais, nas quais grupos diversos participam da mesma igreja, respeitando, ao mesmo tempo, suas características específicas. Este processo, ainda em construção, abre pistas inovadoras, mas também vem gerando críticas. Para compreendê-lo, a análise se centrou sobre a Igreja Presbiteriana Ray Thomas, situada em Atlanta, onde euroamericanos, brasileiros e coreanos criaram uma igreja multicultural. Baseado em dados de pesquisa, o artigo faz um rápido histórico desta experiência, apresentando suas conquistas e dificuldades e reconhecendo seu enorme potencial transformador e representativo. Ao compará-la, entretanto, com a experiência anterior – já analisada em outros estudos – conclui-se que os dois modelos talvez não sejam mutuamente excludentes, mas seu êxito depende do contexto específico que enfrentam os migrantes.Abstract: The article discusses how the churches can best help the immigrants in the hostile context in which they find themselves today. For this purpose and as a starting point, the discussion focuses on what happens in the North-American territory. Two basic patterns are looked at: the first is that of the traditional ethnic churches grounded on the experience of the early 20th century European immigrants, normally consisting of people with a single nationality. This pattern lasted until the 1960s when the rapid growth of the migratory flows from Latin America, Asia and Africa led to a huge racial, political, cultural and religious diversification. It was at this time that the multicultural or multiethnic/multiracial churches began to appear in which different groups became members of the same church while at the same time respecting each other’s specific characteristics. This process, that is still being developed, opens novel paths, but has also been the target of some criticism. In order to understand it, the analysis focused in particular on the Presbyterian Church Ray Thomas, in Atlanta, USA, where Euro-Americans, Brazilians and Koreans created a multicultural church. From the findings of the research, the article builds a brief history of this experience, presenting its achievements and its difficulties and recognizing its huge transforming and representative potential. When we compare this experience, however, with the previous one – already analysed in other studies – we come to the conclusion that the two patterns may not be mutually exclusive, but that their success depends on the specific context those migrants have to face.
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Rada, Ester. "Language-based approach in achieving Sustainable Development Goals: A qualitative meta-analysis." Bedan Research Journal 7, no. 1 (April 30, 2022): 183–211. http://dx.doi.org/10.58870/berj.v7i1.37.

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Scholars of language believe that where there is no language there is no development, thus language is pivotal in the implementation of Sustainable Development Goals (SDGs). This study aims to explore a language-based approach to the achievement of SDGs. Studies and reports describe language theories such as Edward Sapir-Benjamin Lee Whorf Linguistic Determinism Theory, Geoffery Leech’s five characteristics of language, Lev Vygotsky Developmental Theory, Jim Cummins Principles of Language – Basic Interpersonal Skills/Cognitive Academic Language Proficiency and other relevant linguistic concepts vis-à-vis sustainability goals and enumerate how the SDGs can be translated into a plan of action through the language-based approach. Specifically, the study focuses on Goal 3- Good health and wellbeing, Goal 4 - Quality education, Goal 16 - Peace, justice, and strong institutions, and Goal 17 - Partnership for the goal. Qualitative meta-analysis was employed using a five-step synthesis approach: 1) Exploring the field and defining research questions 2) search, selection, and appraisal of studies (sampling procedure) 3) data extraction 4) aggregation and 5) synthesis to analyze data from reports, symposiums, and studies as the main sources of data. In the iterative analyses, aggregates of concepts were identified: 1) language 2) language users 3) inclusiveness, equality, and sustainability 4) Sustainable Development Goals and language-based approaches. Other concepts were extracted from data such as diversity of language, language and culture, multilingualism, plurilingualism, multiculturalism, multilingualism, mother tongue-based multilingual education, literacy and reading skills, communication disabilities, minority vs. dominant languages, language loss and language maintenance, rights language to health care, inclusivity, vulnerability, diversity, equality, global citizenship, transparency and integrity, nationalism, national unity and collective identity and their centrality in the development, implementation, and successful completion of the SDGs.ReferencesBaart, J. L.G. (2003). Sustainable development and the maintenance of Pakistan’s indigenous languages. Conference on the state of the social sciences and humanities: Current scenario and emerging trends Islamabad, September 26-27, 2003Balčiūnaitienė Asta (2018). Challenges of foreign language teaching and sustainable development competence implementation in higher education 10.2478/vtrr-2018-0004 Vocational Training: Research and Realities, 29(1), 2018 44Brisset, N. & Radhika M. (March 2017). For function or transformation? A critical discourse analysis of education under the Sustainable Development Goals. Journal for Critical Education Policy Studies, 15(1). ISSN 1740-2743 https://www.researchgate. net/ publication/314243582Creswell, J. W. & Poth, C. N. (2018). Qualitative inquiry and research design: Choose among five approaches, 4th ed. Sage.Drape, T., Westfall-Rudd, LDM., & Lawrence, C. (May 2020). A qualitative meta-analysis examining equity and inclusion in undergraduate and graduate populations. https://www.researchgate. net/publication/341323420Ezeh. N. G. & Obiageli, U.R. (2020). The role of language in achieving the world’s Sustainable Development Goals (SDGs). European Journal of English Language and Literature Studies. 8(6), pp.53-61Forman, L., Ooms, G & Brolan, C. E. (Dec., 2015). Rights language in the Sustainable Development Agenda: Has right to health discourse and norms shaped health goals? International Journal Health Policy Management. ; 4(12). 799–804. Published online 2015 Sep 29. https://doi.org.10.15171/ijhpm.2015.171Hussain, N., Jagoe, C., Mullen, R., O’Shea, A., Sutherland, D., Williams, C., & Wright, M. (2018). The importance of speech, language and communication to the United Nations sustainable development goals: A summary of evidence. International Communication Project.Language, the sustainable development goals, and vulnerable populations at the church center for the United Nations, 777 United Nations Plaza, New York, on 11 and 12 May 2017 Symposium: Study Group on Language and the United Nations. an independent group of scholars and practitioners on matters related to the international use of language (Final Report)Mweri, J. G. (2020). Sustainable development goals: Reaching people through their mother tongue. Linguistics and Literature Studies. http://doi.org.10.13189/lls.2020.080103Nwanyanwu, A. U. (2017). The place of indigenous languages in sustainable national development in the twenty-first Century: The Nigerian perspective. International Journal of English Language and Communication Studies 3(3), ISSN 2545 - 5702Obiegbu, I. (2015), The English language and sustainable development in Nigeria Open Journal of Political Science, 5(2) Article ID:54264,4 pages DOI: 10.4236/ojps.2015.52009.Ollinger, A. (2012) Communication strategies in ELF. Academia. Communication_strategies_in_ELF-with-cover-page-v2.pdfReyes, C. M., Albert, R.G., Tabuga, A. D., Arboneda, A.A., Vizmanos, V. & Cabaero, C. C. (2019). The Philippines’ voluntary national review on the sustainable development goals. Philippine Institute for Development Studies.Stein-Smith, K. (2016). The role of multilingualism in effectively addressing global issues: The sustainable development goals and beyond. ISSN 1799-2591 Theory and practice in language studies, 6(12), pp. 2254-2259Sustainability | Free Full-Text | Quality education as a sustainable development goal in the context of 2030 agenda: Bibliometric approach | HTML (mdpi.com) International communication project(www.internationalcommunicationproject.com)The Sustainable Development Goals Report (2021). United Nations. Department of Economic and Social Affairs in collaboration with more than 50 international agencies. http://The-Sustainable-Development-Goals-Report-2021.pdf (un.org)Traore, D. (2017). The role of language and culture in sustainable development 30th - 31st October - 1st - 3rd November 2017, International Conference of the Consortium for Comparative Research on Regional Integration and Social Cohesion (RISC).Vuzo, M. (2019). Implementation of sustainable language education in the Tanzanian context: A Critical review. School of Education, University of Dar es Salaam, Dar es Salaam, Tanzania African Education Indices, 11(1). ISSN 2276 – 982XWilhite, Z. B. (2013). Local languages of instruction as a right in education for sustainable development in Africa Sustainability, 5, 1994-2017; http://doi.org./10.3390/su505199
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Rodrigues, Leandra Aparecida Mendes dos Santos, Mayara Lustosa de Oliveira Barbosa, and Cristiane Maria Ribeiro. "Documentos oficiais e legislações educacionais no combate às desigualdades raciais: estudo com base na PNAD (Official documents and educational legislation in the fight against racial inequalities: study based on PNAD)." Revista Eletrônica de Educação 15 (February 23, 2021): e4360011. http://dx.doi.org/10.14244/198271994360.

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e4360011The objective of this research was to analyze how official documents and educational legislation present the subject of ethnic-racial diversity, and also reflect on their impact on reality through the National Household Sample Survey (PNAD) data. To this end, we conducted an analysis of legislation and official documents created for Brazilian education, from 1988 to 2018, based on the Bardin Content Analysis technique. Subsequently, this analysis was compared with the data available in the PNAD to verify the impact of publications regarding 1) average years of study by color/race in the period; 2) average years of study by color/race, considering the situation of poverty (extremely poor, vulnerable, poor and non-poor); and 3) average years of study in regions of Brazil with a higher percentage of black people. The prescriptions related to the education of ethnic-racial relations of the 12 files analyzed were described, as well as their categories and characteristics. After this process, were established the relations between the categories and the PNAD data. The results allowed us to conclude that the reduction in the average time difference between blacks and whites was a little less than 5 months. Despite the relevance of the efforts, the implementation of policies aimed at combating racial inequality in education is still far from achieving the expected effectiveness.ResumoO objetivo dessa pesquisa foi analisar como são tratadas, em documentos oficiais e na legislação educacional, as questões relativas à diversidade étnico-racial e refletir sobre o seu impacto na realidade por meio dos dados da Pesquisa Nacional por Amostra de Domicílios (PNAD). Para tanto, foi realizada uma análise das legislações e documentos oficiais criados para a educação brasileira, do período de 1988 a 2018, pautada na técnica da Análise de Conteúdo da Bardin. Subsequentemente, essa análise foi comparada com os dados disponíveis na PNAD para verificar o impacto das publicações com relação a: 1) média de anos de estudo por cor/raça, no período; 2) média de anos de estudo por cor/raça, considerando a situação de pobreza (extremamente pobres, vulneráveis, pobres e não pobres); e 3) média de anos de estudo em regiões do Brasil com percentual maior de pessoas negras. As prescrições relacionadas à educação das relações étnico-raciais dos 12 arquivos analisados foram descritas, assim como as categorias e as características que as compõem. Após esse processo, foram estabelecidas as relações entre as categorias e os dados da PNAD. Os resultados permitiram concluir que a redução da diferença de tempo médio de estudo entre brancos e negros foi de pouco menos de 5 meses. Apesar da relevância dos esforços, a implementação das políticas que visam o combate à desigualdade racial na educação ainda se apresenta longe de alcançar a eficácia esperada.Palavras-chave: Relações étnico-raciais, Legislação educacional, Desigualdades raciais, Análise de conteúdo.Keywords: Ethnic-Racial relations, Educational legislation, Racial inequalities, Content analysis.ReferencesAGUIAR, Márcia Angela Da S. Avaliação do plano nacional de educação 2001-2009: questões para reflexão. Educação Sociedade, Campinas, v. 31, n. 112, p. 707-727, set. 2010.ARTES, Amelia; MENA-CHALCO, Jesús Pascual. O Programa de Bolsas da Fundação Ford: 12 anos de atuação no Brasil. Educação e Realidade, Porto Alegre, v.44, n.3, p.1-22, 2019.BARDIN, Laurence. Análise de conteúdo. 4. ed. Lisboa: Edições 70, 2011, 279 p.BARROS, Marilisa Berti de Azevedo; FRANCISCO, Priscila Maria Stolses Bergamo; ZANCHETTA, Luane Margarete; CESAR, Chester Luiz Galvão. Tendências das desigualdades sociais e demográficas na prevalência de doenças crônicas no Brasil, PNAD: 2003-2008. Ciência saúde coletiva, Rio de Janeiro, v.16, n.9, p. 3755-3768, set. 2011.BRASIL. Ministério da Educação e Cultura. Base Nacional Comum Curricular. Brasília: MEC, 2017. Disponível em: https://tinyurl.com/y4lqrr4s. Acesso em: 06 de maio de 2020.BRASIL. Ministério da Educação e Cultura. Plano Nacional de Educação PNE 2014 2024. Brasília: MEC, 2015. Disponível em: http://pne.mec.gov.br/18planossubnacionais-de-educacao/543-plano-nacional-deeducacao-lei-n-13-005-2014. Acesso em: 06 de maio 2020.BRASIL. Ministério da Educação e Cultura. Planejando a Próxima Década Conhecendo as 20 Metas do Plano Nacional de Educação. Brasília: MEC, 2014a. Disponível em: http://pne.mec.gov.br/images/pdf/pne_conhecendo_20_metas.pdf. Acesso em: 20 de maio 2020.BRASIL. Ministério da Educação e Cultura. Lei nº 13.005, de 25 de junho de 2014. Aprova o Plano Nacional de Educação-PNE e dá outras providências. Brasília, 2014b. Disponível em: http://www.planalto.gov.br/ccivil_03/_ato2011-2014/2014/lei/l13005.htm. Acesso em: 21 de maio 2020.BRASIL. Ministério da Educação e Cultura. Lei n° 010172, de 9 de janeiro de 2001. Aprova o Plano Nacional de Educação-PNE e dá outras providências. Brasília: MEC, 2001. Disponível em: http://portal.mec.gov.br/arquivos/pdf/L10172.pdf. Acesso em: 22 de maio 2020.BRASIL. Ministério da Educação e Cultura. Plano Nacional de Implementação das Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana. Brasília: MEC, 2013. Disponível em: http://portal.mec.gov.br/index.php?option=com_docmanview=downloadalias=10098-diretrizes-curricularesItemid=30192. Acesso em: 30 de maio 2020.BRASIL. Ministério da Educação e Cultura. Lei nº 12.711, de 29 de agosto de 2012. Brasília, 2012. Disponível em: http://www.planalto.gov.br/ccivil_03/_ato2011-2014/2012/lei/l12711.htm. Acesso em: 30 de maio 2020.BRASIL. Ministério da Educação e Cultura. Orientações e Ações para a Educação das Relações Étnico-Raciais. Brasília: SECAD, 2006. Disponível em: http://portal.mec.gov.br/dmdocuments/orientacoes_etnicoraciais.pdf. Acesso em 28 de maio 2020.BRASIL. Ministério da Educação e Cultura. Parecer CNE/CP 3/2004. Diretrizes curriculares nacionais para a educação das relações étnico-raciais e para o ensino de história e cultura afro-brasileira e africana. Diário Oficial da República Federativa do Brasil, Poder Executivo, Brasília, 2004a. Disponível em: http://portal.mec.gov.br/dmdocuments/cnecp_003.pdf. Acesso em: 23 de maio 2020.BRASIL. Ministério da Educação e Cultura. Diretrizes curriculares nacionais para a educação das relações étnico-raciais e para o ensino de história e cultura afro-brasileira e africana. Brasília, 2004b. Disponível em: http://portal.mec.gov.br/cne/arquivos/pdf/res012004.pdf. Acesso em: 27 de maio 2020.BRASIL. Ministério da Educação e Cultura. Lei nº 10.639/03, de 09 de janeiro de 2003. Brasília, 2003. Disponível em: http://www.planalto.gov.br/ccivil_03/leis/2003/l10.639.htm. Acesso em 26 de maio 2020.BRASIL. Ministério da Educação e Cultura. Parâmetros Curriculares Nacionais: Apresentação dos Temas Transversais: Ética. Rio de Janeiro: DPA, 2000. Disponível em: http://portal.mec.gov.br/seb/arquivos/pdf/livro081.pdf. Acesso em: 25 de maio 2020.BRASIL. Ministério da Educação e Cultura. Lei nº 9.394/96, de 20 de dezembro de 1996. Brasília: MEC, 2017. Disponível em: http://www.planalto.gov.br/ccivil_03/leis/l9394.htm. Acesso em: 24 de maio 2020.BRASIL. Constituição da República Federativa do Brasil, de 1988. In: PLANALTO FEDERAL. Brasília, 1988. Disponível em: http://www.planalto.gov.br/ccivil_03/constituicao/constituicao.htm. Acesso em: 20 de out. 2019.CAMARGO, Marisson Jonas Rodrigues; BENITE, Ana Maria Canavarro. Educação para as relações étnico-raciais na formação de professores de química: sobre a Lei 10.639/2003 no Ensino Superior. Química Nova, São Paulo, v. 42, n. 6, p. 691-701, 2019.CANDAU, Vera Maria; KOFF, Adélia Maria Nehme Simão. Conversas com... sobre a didática e a perspectiva multi/intercultural. Educação Sociedade, Campinas, v. 27, n. 95, p. 471-493, maio/ago. 2006.CARTH, John Land. A Base Nacional Comum Curricular e a aplicação da política de Educação para Educação das Relações Etnico-Raciais (afro-brasileira, quilombola, cigana). Brasília, 2017 Disponível em: http://etnicoracial.mec.gov.br/images/pdf/artigos/A-BNCC2018-e-aERER.pdf. Acesso em: 20 out. 2019.CASEIRO, Luiz Carlos Zalaf. Desigualdades de acesso à educação superior no Brasil e o Plano Nacional de Educação. Rio de Janeiro: IPEA, 2016, 40 p.CASTRO, Felipe González et al. A Methodology for conducting integrative mixed methods research and data analyses. Journal of Mixed Methods Research, v. 4, n. 4, p. 342-360, 2010.CAVALLEIRO, Eliane. Educação anti-racista: compromisso indispensável para um mundo melhor. In: Racismo e anti-racismo na educação: Repensando nossa escola. CAVALLEIRO, Eliane (Org.) São Paulo: Selo Negro Edições, 2001, 213 p.CERVI, Emerson Urizzi. Ações afirmativas no vestibular da UFPR entre 2005 a 2012: de política afirmativa racial a política afirmativa de gênero. Revista Brasileira de Ciência Política, Brasília, n. 11, p. 63-88, ago, 2013. Disponível em: http://www.scielo.br/scielo.php?script=sci_arttextpid=S0103-33522013000200003lng=ennrm=iso. Acesso em: 18 de mar. 2020. https://doi.org/10.1590/S0103-33522013000200003.CODES, Ana; ARAÚJO, Herton Ellery; BASSI, Camillo; MEIRA, Ana. Uma leitura do plano nacional de educação (PNE) e uma proposta para seu monitoramento. Brasília: IPEA, 2017.COELHO, Mauro Cezar; COELHO, Wilma Nazaré Baía. As Licenciaturas em História e a Lei 10.639/03 – percursos de formação para o trato com a diferença? Educação em Revista, Belo Horizonte, v. 34, p. 1-39, 2018.COELHO, Wilma de Nazaré Baía. Formação de professores e relações étnico-raciais (2003-2014): produção em teses, dissertações e artigos. Educar em Revista, Curitiba, v. 34, n. 69, p. 97-122, maio/jun. 2018.CORDEIRO, Maria José de Jesus Alves. Ac?o?es afirmativas: poli?ticas de acesso e permane?ncia nas instituic?o?es de ensino superior. Política Trabalho, João Pessoa, n. 33, p. 97-115, out. 2010.COSTA, Célia Souza da; CUSTÓDIO, Elivaldo Serrão. A Lei n° 10.639/2003 no âmbito escolar: os avanços e entraves do Núcleo Estadual de Educação Étnico Racial no Amapá. Identidade! v. 20, n. 1, p. 64-77, 2015.DAFLON, Verônica Toste; JÚNIOR, João Feres; CAMPOS, Luiz Algusto. Race-based affirmative actions in brazilian public higher education: an analytical overview. Cadernos de Pesquisa, Rio de Janeiro, v.43, n.148 p. 302-327, jan./abr., 2013.DIAS, Lucimar Rosa. Quantos passos já foram dados? A questão de raça nas leis educacionais: da LDB de 1961 à Lei 10.639. Revista Espaço Acadêmico, v. 38, p. 1-16, 2004.DUARTE, Juliana Calabresi Voss; MENDES, Claudinei Magno Magre. As políticas de educação e o Plano Nacional de Educação (2014-2024): análise da materialização das propostas do plano. Série-Estudos, Campo Grande, v. 23, n. 48, p. 173-193, maio/ago., 2018.FERES JR., João; CAMPOS, Luiz Augusto. Evolução do Debate Sobre Ação Afirmativa no Brasil: prognósticos passados e diagnósticos presentes. In: ARTES, Amélia; UNBEHAUN, Sandra; SILVERIO, Valter. Ações Afirmativas no Brasil: reflexões e desafios para a pós-graduação. São Paulo: Cortez, 2016. p. 241-266.FERREIRA, Windyz Brazão. O conceito de diversidade no BNCC Relações de poder e interesses ocultos. Revista Retratos da Escola, Brasília, v. 9, n. 17, p. 299-319, jul./dez., 2015.FERREIRA, Lusia Ribeiro. Efeitos das ações afirmativas na permanência e desempenho do estudante, sob a ótica da teoria da justiça: um estudo em uma Universidade Federal do Rio Grande do Sul. 96f., 2019. Dissertação (Programa de Pós-Graduação em Contabilidade). Universidade Federal do Rio Grande do Sul, 2019.FONSECA, João José Saraiva. Metodologia da pesquisa científica. Fortaleza: UEC, 2002, 127 p. Disponível em: http://www.ia.ufrrj.br/ppgea/conteudo/conteudo-2012-1/1SF/Sandra/apostilaMetodologia.pdf. Acesso em: 16 de março de 2020.GARCIA, Francisco Augusto da Costa; JESUS, Girlene Ribeiro. Uma avaliação do sistema de cotas raciais da Universidade de Brasília. Estudos em avaliação Educacional, São Paulo, v. 26, n. 61, p. 146-165, jan./abr., 2015. Disponível em: http://publicacoes.fcc.org.br/ojs/index.php/eae/article/view/.2773/2959. Acesso em: 20/03/ 2020.GOIZ, Juliana Almeida Martins. A Educação para as Relações Étnico Raciais Sob a Perspectiva da Interdisciplinaridade. Veredas - Revista Interdisciplinar de Humanidades, São Paulo, v. 2, n. 3, p. 113-132, jul., 2019.GOMES, Nilma Lino. Relações Étnico-Raciais, Educação e Descolonização dos Currículos. Currículo sem Fronteiras, v. 12, n. 1, p. 98-109, jan./abr. 2012.GOMES, Nilma Lino; RODRIGUES, Tatiane Consentino. Resistência democrática: a quetão racial e a constituição federal de 1988. Educação Sociedade. Campinas, v. 39, n. 145, p.928-945, out./dez., 2018.GERHARDT, Tatiana Engel; SILVEIRA, Denise Tolfo. Métodos de Pesquisa. Porto Alegre: Editora UFRGS, 2009. 120 p.GOMES, Joaquim Barbosa. Ação afirmativa e princípio constitucional da igualdade: o direito como instrumento de transformação social e a experiência americana. Rio de Janeiro: Renovar, 2001. 454 p.GOMES, Nilma Lino. Diversidade étnico-racial, inclusão e equidade na educação brasileira: desafios, políticas e práticas. RBPAE, Rio Grande do Sul, v. 27, n. 1, p. 109-121, jan./abr., 2011.GUIMARÃES, Selva. The teaching of Afro-Brazilian and indigenous culture and history in Brazilian basic education in the 21st century. Policy Futures in Education, v. 13, n. 8, p. 939-948, 2015.HENRIQUES, Ricardo. Desigualdade Racial no Brasil: evolução das condições de vida na década de 90. Rio de Janeiro: IPEA, 2001, 52 p.HERINGER, Rosana. Desigualdades raciais no Brasil: síntese de indicadores e desafios no campo das políticas públicas. Caderno de Saúde Pública, Rio de Janeiro, v. 18, p. 57- 65, 2002.IBGE. Instituto Brasileiro de Geografia e Estatística. Pesquisa Nacional por Amostra de Domicílios: Síntese de Indicadores 2018 de Educação: IBGE; 2018. Disponível em: https://www.ibge.gov.br/estatisticas/sociais/educacao/9173-pesquisa-nacional-por-amostra-de-domicilios-continua-trimestral.html?=t=downloads. Acesso em 30 de mar. 2020.JACCOUD, Luciana. O combate ao racismo e à desigualdade: o desafio das políticas públicas de promoção da igualdade racial. In: THEODORO, Mário (Org.). As políticas públicas e a desigualdade racial no Brasil: 120 anos após a abolição. Brasília: IPEA, 2008, 180 p.JÚNIOR, Fernando Tavares; MONT'ALVÃO, Arnaldo; NEUBERT, Luíz Flávio. Rendimento escolar e seus determinantes sociais no Brasil. Revista Brasileira de Sociologia-RBS, Belo Horizonte, v. 3, p. 117-138, 2015.LASTÓRIA, Andrea Coelho. Resenha: Educação das Relações Étnico-Raciais. Paidéia, Ribeirão Preto, p. 275-276, out., 2006.LIMA, Márcia. Desigualdades raciais e políticas públicas: ações afirmativas no governo Lula. Novos estudos - CEBRAP, São Paulo, n. 87, p. 77-95, jul., 2010.MIQUILIN, Isabella de Oliveira Campos et al. Desigualdades no acesso e uso dos serviços de saúde entre trabalhadores informais e desempregados: análise da PNAD 2008, Brasil. Caderno de Saúde Pública, Rio de Janeiro, v. 29, n. 7, p. 1392-1406, jul., 2013. Available from http://www.scielo.br/scielo.php?script=sci_arttextpid=S0102-311X2013000700013lng=ennrm=iso. Acesso em: 18 de mar. 2020. MOREIRA, Romilson do Carmo. Três ensaios sobre educação, desigualdades raciais e políticas de ações afirmativas. 2019, 89 f. Tese Doutorado. Programa de Pós-Graduação em Economia do Desenvolvimento. Pontífica Universidade Católica do Rio Grande do Sul, Rio Grande do Sul, 2019.MÜLLER, Tânia Mara Pedroso; COELHO, Wilma de Nazará Baía. A Lei n° 10.639/03 e a formação de professores: trajetória e perspectivas. Revista da Associação Brasileira de Pesquisadores/as Negros/as (ABPN), Minas Gerais, v. 5, n. 11, p. 29-54, out., 2013.MUNANGA, Kabengele. Políticas de ação afirmativa em benefício da população negra no Brasil: um ponto de vista em defesa de cotas. Sociedade e Cultura, Goiás, v. 4, n. 2, p. 31-43, jul. /dez., 2001.OLIVEIRA, Fabiana de. A educação básica e o tratamento da questão racial: as implicações da lei 10.639 para a formação de professores. Revista Educação e Políticas em Debate, Uberlândia, v. 2, n. 1, p. 53-75, jan./jul., 2013.OLIVEIRA, Elânia. A Lei 10.639/2003 e a Escola de Educação Especial: um desafio a mais para a formação de professores. Educar em Revista, Curitiba, n. 47, p. 85-95, jan./mar. 2014.PENA, Mariza Aparecida Costa; MATOS, Daniel Abud Seabra; COUTRIM, Rosa Maria da Exaltação. Percurso de estudantes cotistas: ingresso, permanência e oportunidades no ensino superior. Avaliação, Campinas, v. 25, n. 01, p. 27-51, mar. 2020.RODRIGUES, Erica Castilho; MATOS, Daniel Abud Seabra; FERREIRA, Aline dos Santos. Nível socioeconômico e ensino superior: cálculo e aplicações. Avaliação, Campinas, v. 22, n. 2, p. 494-511, jul. 2017.SANTIAGO, Flávio. Políticas educacionais e relações étnico-raciais: contribuições do Parecer CNE/CP 3/2004 para a educação infantil no Brasil. Revista on line de Política e Gestão Educacional, São Paulo, n. 14, p. 25-44, 2013.SANTOS, Émina. A educação como direito social e a escola como espaço protetivo de direitos: uma análise à luz da legislação educacional brasileira. Educação e Pesquisa, São Paulo, v. 45, p. 1-15, 2019.SANTOS, Júlio Ricardo Quevedo; ROCHA, Aristeu Castilhos da. Ensinar história e cultura afro-brasileira: possibilidades e alternativas de práticas pedagógicas. Fronteiras: Revista de História, Dourados, v. 18. n. 31. p. 68-98, jan. / jun. 2016.SANTOS, Sales Augusto dos. Políticas Públicas de promoção da igualdade racial, questão racial, mercado de trabalho e justiça trabalhista. Revista TST, Brasília, v.76, n. 3, jul./set., 2010.SANTOS, Rosenverck Estrela. O movimento negro e a luta pelas políticas de promoção da igualdade racial no Brasil. Kwanissa, São Luís, v.1, n.1, p.139-153, jan./jun., 2018.SANTOS, Sônia Querino dos Santos e; MACHADO, Vera Lúcia de Carvalho. Políticas públicas educacionais: antigas reivindicações, conquistas (Lei 10.639) e novos desafios. Ensaio: Avaliação de Política Públicas Educacionais, Rio de Janeiro, v. 16, n. 58, jan./mar., 2008.SAVIANI, Demerval. Entrevista. Revista Retratos da Escola, Brasília, v.8. n.15. p. 221-564, jul./dez., 2014.SAVIANI, Demerval. Políticas educacionais em tempos de golpe: retrocessos e formas de resistência. Roteiro, Joaçaba, v. 45, n. 25, p. 1-18, jan./dez. 2020.SILVA, Andressa Queiroz da; JÚNIOR, Maurício dos Santos Lopes. Lei nº 10.639/2003: educar para a diversidade. Revista Em Favor de Igualdade Racial, Acre, v. 2, n. 1, p. 30- 41, ago./jan., 2019.SILVA, Guilherme Henrique Gomes da. Um panorama das ações afirmativas em universidades federais do Sudeste brasileiro. Cadernos de Pesquisa, São Paulo, v. 49, n. 173, p. 184-207, jul./set. 2019.SILVA, Andressa Carvalho; OLIVEIRA, Paula Cristina Silva. Ressignificação da identidade negra em uma escola no Distrito de Sopa, Diamantina–MG. Olh@res, São Paulo, v. 3, n.1, p. 258-279, 2015.SILVA, Wilker Solidade; MARQUES, Eugenia Portela Siqueira. Educação e relações étnico-raciais: a Lei 10.639/03, a formação docente e o espaço escolar. Horizontes, Itatiba, v. 33, n. 2, jul./dez., 2015.SILVA, Robson de Souza. Direito educacional: Conceito, orientação e princípios na atividade dos Conselhos Estaduais de Educação. 2010. Disponível em: https://www.direitonet.com.br/artigos/exibir/6081/Direito-Educacional-Conceito-orientacao-e-principios-na-atividade-dos-Conselhos-Estaduais-de-Educacao. Acesso em: 29 de jun. 2020.SOUSA, Sandra Maria Zákia Lian. Avaliação da aprendizagem na legislação nacional: dos anos 1930 aos dias atuais. Estudos em Avaliação Educacional. São Paulo. v. 20. n. 44, p. 453-470, set./dez. 2009.SOUSA, Letícia Pereira de. Reserva de vagas na Universidade Federal de São João del-Rei: o perfil dos beneficiados pela Ação Afirmativa 2 em 2010. 2013. 240 f. Dissertação (Mestrado em Educação) – Programa de Pós-graduação em Processos Educativos e Práticas Escolares, Universidade Federal de São João Del-Rei, São João Del-Rei, 2013.THEODORO, Mário. À guisa de conclusão: o difícil debate da questão racial e das políticas públicas de combate à desigualdade e à discriminação racial no Brasil. In: THEODORO, Mário (Org.). As políticas públicas e a desigualdade racial no Brasil: 120 anos após a abolição. Brasília: IPEA, 2008, 180 p.VASCONCELOS, Mário Sérgio; GALHARDO, Eduardo. O programa de inclusão na UNESP: valores, contradições e ações afirmativas. Revista Ibero-Americana de Estudos em Educação, v. 11, n. 25, p. 285-306, maio, 2016. Disponível em: https://periodicos.fclar.unesp.br/iberoamericana/article/view/8553/5732. Acesso em: 18 mar. 2020.VELLOSO, Jacques. Cotistas e não-cotistas: rendimento de alunos da Universidade de Brasília. Cadernos de Pesquisa, Rio de Janeiro, v. 39, n. 137, p. 621-644, maio/ago., 2009.
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Baldé, Aua. "O direito ao desenvolvimento como um direito fundamental: a sua proteção jurídica na União Africana e na ordem jurídica dos Países Africanos de Língua Oficial Portuguesa." African Human Rights Yearbook / Annuaire Africain des Droits de l’Homme 3 (March 3, 2022). http://dx.doi.org/10.29053/2523-1367/2019/v3a3.

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RESUMO: Este artigo debruça-se sobre a proteção do direito ao desenvolvimento no sistema africano de direitos humanos e no ordenamento jurídico dos Países Africanos de Língua Oficial Portuguesa (PALOP). O artigo parte da análise da proteção do direito ao desenvolvimento no sistema regional Africano de proteção dos direitos humanos e depois analisa até que ponto esse direito foi incorporado na legislação dos PALOP. O principal instrumento regional analisado foi a Carta Africana dos Direitos Humanos e dos Povos tendo sido feita também á análise da jurisprudência da Comissão Africana dos Direitos Humanos e dos Povos e do Tribunal Africano de Direitos Humanos e dos Povos na sua aplicação das normas contidas na Carta Africana relativamente à proteção do direito ao desenvolvimento. A análise mostra que o direito ao desenvolvimento é expressamente reconhecido e têm caráter vinculativo no sistema africano dos direitos humanos. Já, nas constituições dos PALOP o direito ao desenvolvimento não goza de reconhecimento expresso. Todavia, no quadro jurídico dos PALOP, a adesão dos Estados membros à Carta Africana e o recurso à doutrina dos direitos fundamentais implícitos traduzemse no reconhecimento do direito ao desenvolvimento. Assim, o artigo conclui alegando existência de um direito fundamental ao desenvolvimento reconhecido no ordenamento jurídico dos PALOP e pela subsequente obrigatoriedade de efetivar o gozo e fruição do direito em causa. TITLE AND ABSTRACT IN ENGLISH: The right to development as a fundamental right: its legal protection in the legal order of the African Union and Portuguese-speaking African countries ABSTRACT: This article deals with the protection of the right to development in the African human rights system and in the jurisdiction of Portuguese-speaking countries in Africa (PALOP). The article starts with an analysis of the protection of the right to development in the African regional human rights system. It then analyses the extent to which this right has been incorporated in the legal order of PALOP. The main regional instrument assessed is the African Charter on Human and Peoples’ Rights. Moreover, the article examines the jurisprudence of the African Commission on Human and Peoples’ Rights and jurisprudence of the African Court on Human and Peoples’ Rights in its application of the provisions in the African Charter that speak to the protection of the right to development. The analysis shows that the right to development is expressly recognised and attributed with binding force in the African human rights system. Differently, the right to development is not explicitly recognised in the constitutions of PALOP. However, these countries recognise the right to development as a fundamental right by adherence to the African Charter and through the application of the doctrine of implied rights in force in their respective jurisdictions. The conclusion reiterates that the right to development is recognised in the jurisdiction of PALOP stating that these countries have a subsequent duty to ensure the realisation and enjoyment of the right under analysis. TITRE ET RÉSUMÉ EN FRANÇAIS: La protection du droit au développement dans l’ordre juridique de l’Union africaine et des pays lusophones en Afrique RÉSUMÉ: Cet article examine la protection du droit au développement dans le système africain des droits de l’homme et les systèmes juridiques des pays lusophones en Afrique (PALOP). L’analyse est menée à deux niveaux. D’abord, la protection du droit au développement par les instruments et institutions africains de protection des droits de l’homme. Ensuite, la mesure dans laquelle les systèmes juridiques des PALOP intègrent ce droit. Cet article a principalement examiné la Charte africaine des droits de l’homme et des peuples ainsi que la jurisprudence de la Commission et de la Cour africaines des droits de l’homme et des peuples relative au droit au développement. L’analyse démontre que, contrairement au système africain des droits de l’homme qui reconnait clairement le droit au développement, les constitutions et les lois des PALOP ne le reconnaissent pas explicitement. En revanche, ces pays reconnaissent implicitement le droit au développement à travers la ratification de la Charte africaine et l’application de la théorie des droits implicites. Dans la conclusion, cet article postule que le droit au développement est reconnu dans les systèmes juridiques des PALOP. Ce droit doit être réalisé et ses bénéficiaires doivent en jouir pleinement.
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Oladimeji, Tofunmi E., Isabel C. Caballero, Mariana Mateos, Michael O. Awodiran, Kirk O. Winemiller, Alphonse Adite, and Luis A. Hurtado. "Genetic identification and diversity of stocks of the African bonytongue, Heterotis niloticus (Osteoglossiformes: Arapaiminae), in Nigeria, West Africa." Scientific Reports 12, no. 1 (May 19, 2022). http://dx.doi.org/10.1038/s41598-022-12428-6.

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AbstractInland fisheries are an important source of protein and income for people in Africa. Their sustainable management can greatly benefit from identification of regional genetic stocks and characterization of their genetic diversity, but such information is lacking for most African freshwater fisheries. The African bonytongue, Heterotis niloticus, is an important component of inland fisheries in West Africa. Nigeria has the largest fishery for African bonytongues, representing ~ 86% of the global total. Recent declines in yields at some Nigerian locations, however, suggest current levels of exploitation may be unsustainable. Habitat degradation also may be impacting some stocks. Despite its commercial and nutritional importance, the African bonytongue has been the subject of scant genetic research to support management. We examined patterns of genetic diversity in natural populations of H. niloticus at four locations in Nigeria, including Kainji Lake, a reservoir on the Niger River in north-central Nigeria, and three southern localities (Ethiope River, Igbokoda River, and Epe Lagoon), as well fish from the Ouémé River delta near Porto Novo, Benin. Eighty-five specimens were genotyped for nine microsatellite-loci. Genetic diversity estimates were highest at Kainji Lake, and substantially lower at southern localities. High levels of genetic differentiation were detected between samples from Kainji Lake and those from southern localities. Low, yet significant FST values were observed among samples from southern Nigerian localities that were more differentiated from the sample from nearby coastal Benin. We thus recommend that African bonytongues from the five locations be considered distinct genetic stocks and managed accordingly.
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Akakpo, Bokon Alexis, Appollonia A. Okhimamhe, and Vincent A. O. Orekan. "People’s perception and involvement in improving urban greenery in Benin (West Africa)." Discover Sustainability 4, no. 1 (February 27, 2023). http://dx.doi.org/10.1007/s43621-023-00121-1.

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AbstractUrban sustainable development is a feat to achieve, particularly within African nations. Current patterns of urban expansion are creating multiple problems to urban greenery and quality of life. Assuming urban resident’s perception varies between and within cities, this paper claims to document resident’s perceptions on the existing greenery spaces, the prerogative for environmental safeguard, and the determinant of resident’s willingness for urban greenery improvement within the cities of Parakou and Porto-Novo in Benin. A semi-structured interview was randomly conducted with 400 people including residents and institution officers in each city. The data collected are related to socio-economic characteristics and the perception on urban greenery characteristics, urban greenery importance and urban greenery management and planning. The test χ2 was applied to understand the independence between cities and city boroughs. Correspondence analysis was also used to display some relationships and binary logistic regression to examine the variables that explain people’s willingness to get involved in improving urban greenery in each city. The results revealed that around 80% of existing urban greeneries are mostly located in the core of the town and the state of the density and diversity of these greenery areas were differently perceived in the districts of each city. The main benefits lost from urban greenery were air quality (45.25%) for Parakou and cooling effect (74%) for Porto-Novo and the causes of these losses depended also on the cities and the districts within the cities. Public participation was perceived to be low (> 85%) and the institutional cooperation with local communities, educational level and knowledge on greening main impacts must be improved to foster the involvement of people in urban greenery development. This study is relevant to support literature data and to further studies. It will also serve as a guideline for policymakers, urban planners, and managers, cityscape architects, and projects of urban sustainability regarding the urban greenery in Benin.
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Rosa, Randson Souza, Ícaro José do Santos Ribeiro, Jaine Kareny da Silva, Luiz Humberto Rodrigues Souza, Diego Pires Cruz, Rudson Oliveira Damasceno, Edison Vitório de Souza Junior, and Rita Narriman Silva de Oliveira Boery. "Riesgo cardiovascular y factores asociados a la salud en personas afrodescendientes hipertensas residentes en la comunidad Quilombola." Revista Cuidarte 12, no. 2 (May 24, 2021). http://dx.doi.org/10.15649/cuidarte.1165.

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Introducción: La hipertensión es un factor de riesgo cardiovascular de gran magnitud entre las personas de ascendencia africana, especialmente las que viven en quilombos. Sin embargo, se sabe poco sobre los factores asociados con el riesgo cardiovascular en los residentes de la comunidad urbana Quilombola. Objetivo: Analizar el riesgo cardiovascular y los factores asociados con la salud en el contexto familiar de los descendientes africanos hipertensos que viven en una comunidad urbana de Quilombolas. Material y métodos: Este es un estudio transversal y basado en la comunidad, realizado desde noviembre de 2017 hasta marzo de 2018. La población de estudio consistió en 303 pacientes hipertensos inscritos en la unidad de salud familiar, de edad de 35 a 79 años, ambos sexos; y en el uso medicamentos antihipertensivos. Los instrumentos utilizados para producir los datos fueron: el Cuestionario de Hipertensión en Atención Primaria, la puntuación de riesgo de Framingham. Resultados: Se observó una asociación significativa entre el riesgo cardiovascular y los antecedentes familiares de enfermedad cardiovascular (ECV) (p <0.011), diabetes tipo II (p <0.001) y sobrepeso y obesidad (p <0.010). Conclusión: La investigación mostró que las personas Quilombolas hipertensos tienen resultados consistentes con respecto al riesgo cardiovascular, especialmente con la inclusión de antecedentes familiares de ECV, diabetes tipo II, sobrepeso y obesidad, educación y sexo con asociaciones significativas. Como citar este artículo: Rosa, Randson Souza; Ribeiro, Ícaro José do Santos; Silva, Jaine Kareny da; Souza, Luiz Humberto Rodrigues; Cruz, Diego Pires; Damasceno, Rudson Oliveira; Souza Júnior, Edison Vitório de; Boery, Rita Narriman Silva de Oliveira. Cardiovascular Risk and Factors Associated to the Health of Hypertensive African Descent People Resident in Quilombola Community. Revista Cuidarte. 2021;12(2):e1165. http://dx.doi.org/10.15649/cuidarte.1165
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Rosa, Randson Souza, Jaine Kareny da Silva, Ícaro José dos Santos Ribeiro, Ricardo Franklin de Freitas Mussi, Rudson Oliveira Damasceno, Isleide Santana Cardoso Santos, Jorge Lucas Teixeira da Fonseca, and Rita Narriman Silva de Oliveira Boery. "Factores asociados con la adherencia al tratamiento farmacológico de afrodescendientes hipertensos residentes en la comunidad de quilombola: un estudio transversal." Revista Cuidarte 11, no. 3 (August 31, 2020). http://dx.doi.org/10.15649/cuidarte.1168.

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Introducción: la hipertensión es un grave problema de salud pública, especialmente en personas de ascendencia africana, como las que viven en quilombos. La adherencia a los medicamentos ayuda a reducir los niveles de presión arterial. Sin embargo, se sabe poco sobre los factores relacionados con la adherencia a las drogas en personas hipertensas que viven en la comunidad urbana de quilombola. Objetivo: analizar la adherencia al tratamiento farmacológico y los factores asociados con la salud cardiovascular, en personas con hipertensión arterial, que viven en comunidades urbanas de quilombolas. Materiales y Métodos: Estudio censal, transversal y comunitario, realizado en una comunidad urbana de quilombolas en un municipio del noreste de Brasil. La población de estudio fue de 302 personas de 35 a 79 años, de ambos sexos y diagnosticadas con hipertensión arterial registrada en el registro médico de la unidad básica de salud ingresada. Para la recolección de datos, se utilizaron los siguientes instrumentos: cuestionario de hipertensión arterial en atención primaria y la escala de adherencia a la medicación de Morisky (MMAS-8). Resultados: Había un predominio de sujetos femeninos hipertensos negros, baja escolaridad e ingresos financieros, residentes con familiares, jubilados y que no trabajaban. En el análisis de regresión múltiple, lo siguiente se asoció con la adherencia al fármaco: sexo femenino (OR 0.50 IC 95%: 0.29-0.89, OR ajustado 0.49 IC 95%: 0.29-0.84), edad (OR 0,96 IC 95%: 0.96 -0.99 OR ajustado 0.95 95% IC: 0.93-0.97) y presión arterial sistólica (PAS) (OR 1,00 95% IC: 0.99-1.02, OR ajustado 1.11 95% IC: 1.00-1.02). De las personas hipertensas que se adhirieron a la medicación, el 91% vivía con un compañero y la mayoría tenía un comportamiento sedentario. Conclusiones: Las variables, sexo, edad y PAS influyen en la adherencia a la medicación de las personas hipertensas que viven en una comunidad urbana de quilombolas. Vivir con miembros de la familia puede influir positivamente en esta adhesión. Promover intervenciones que fomenten la adopción de hábitos de vida saludables puede mejorar el control de la presión arterial. Como citar este artículo: Rosa, Randson Souza; Silva, Jaine Kareny; Ribeiro, Ícaro José dos Santos; Mussi, Ricardo Franklin de Freitas; Damasceno, Rudson Oliveira; Santos, Isleide Santana Cardoso; Fonseca, Jorge Lucas Teixeira; Boery, Rita Narriman Silva de Oliveira. Factors associated to adherence to hypertensive medicinal treatment for african descent people resident in Quilombola community: a cross-sectional study. Revista Cuidarte. 2020;11(3):e1168. http://dx.doi.org/10.15649/cuidarte.1168
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Feres Júnior, João. "A ATUALIDADE DO PENSAMENTO DE GUERREIRO RAMOS: branquidade e nação." Caderno CRH 28, no. 73 (September 30, 2015). http://dx.doi.org/10.9771/ccrh.v28i73.19861.

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O presente ensaio tem como objetivo mostrar que a reflexão sobre relações raciais no Brasil do sociólogo baiano Guerreiro Ramos, da década de 1950, continha elementos do que mais tarde iria se consolidar como Teoria da Branquidade, cujo ponto fulcral é examinar a constituição do branco em um sistema de relações raciais, e não o “problema do negro”. Em seguida, demonstro como a questão da branquidade, em Guerreiro, está intimamente ligada à sua concepção normativa de nação, para, em seguida, examinar pontos de tensão entre sua concepção e as teorias da negritude, as quais ele bebeu e lhe serviram de inspiração, tanto quanto teorias mais recentes, como as do Atlântico Negro e da Diáspora Africana. Concluo defendendo que as questões apontadas por Guerreiro, como a crítica da branquidade ligada a um projeto emancipador de nação, continuam atuais no mundo de hoje, tanto para o Brasil quanto para o mundo no qual ele se insere.Palavras-chave : Guerreiro Ramos; Branquidade; Relações Raciais; Negro; Nação.The freshness of Guerreiro Ramos’s thinking: whiteness and nation. João Feres JúniorThe goal of this essay is to show that the reflection on race relations in Brazil by sociologist Guerreiro Ramos, in the 1950s, contained elements of what would later consolidate itself as a Theory of Whiteness whose central point is to examine the constitution of whiteness in a system of race relations instead of the “black people issue”. Subsequently, I demonstrate how the issue of whiteness, for Guerreiro, is intimately connected to his normative conception of nation, and then examine tension points between his conception and blackness theories, which he used as source and inspiration, as well as more recent theories, such as Black Atlantic and African Diaspora. I finish the article by arguing that the issues pointed out by Guerreiro, such as the criticism towards the connection of whiteness with an emancipatory nation project, remain fresh in today’s world, as much for Brazil as it is for the rest of the world.Palavras-chave : Guerreiro Ramos; Whiteness; Race Relations; Black People; Nation.L’actualité de la pensée de Guerreiro Ramos: blancheur et nation. João Feres JúniorL’objectif de l’analyse que nous présentons ici est de montrer que la réflexion faite sur les relations sociales au Brésil par le sociologue bahianais Guerreiro Ramos, dans les années 1950, était dotée d’éléments qui plus tard allaient être consolidés comme Théorie de la Blancheur dont le point crucial est d’examiner la constitution du Blanc dans un système de relations raciales et non pas le « problème du Noir ». Puis, nous démontrons combien la question de la blancheur chez Guerreiro Ramos est intimement liée à sa conception normative de nation pour ensuite vérifier les éléments de tension entre sa conception et les théories de la négritude qu’il a absorbées et qui lui ont servi d’inspiration. Il s’agit autant des théories plus récentes que de celles de l’Atlantique Noir et de la Diaspora Africaine. Pour conclure, nous soutenons que les questions soulevées par Guerreiro, telle la critique de la blancheur liée à un projet émancipateur de nation, sont toujours actuelles dans notre monde d’aujourd’hui autant pour le Brésil que pour le monde dans lequel il s’insère.Mots-clés: Guerreiro Ramos. Blancheur. Relations raciales. Noir. Nation.Publicação Online do Caderno CRH no Scielo: http://www.scielo.br/ccrh Publicação Online do Caderno CRH: http://www.cadernocrh.ufba.br
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