Relevant bibliographies by topics / Racial Camps

Academic literature on the topic 'Racial Camps'

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Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "Racial Camps"

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Henry J. Gwiazda II. "The Nazi Racial War: Concentration Camps in the New Order." Polish Review 61, no. 3 (2016): 59. http://dx.doi.org/10.5406/polishreview.61.3.0059.

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VALENZUELA, JESSICA M., MEGAN T. MARTIN, SAM RECORDS, KELLY O'NEAL, KELLY MUELLER, and RISA M. WOLF. "Racial Ethnic Disparities in Diabetes Youth Participating in Diabetes Summer Camps." Diabetes 67, Supplement 1 (May 2018): 1396—P. http://dx.doi.org/10.2337/db18-1396-p.

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Goar, Carla, Jenny L. Davis, and Bianca Manago. "Discursive Entwinement: How White Transracially Adoptive Parents Navigate Race." Sociology of Race and Ethnicity 3, no. 3 (October 18, 2016): 338–54. http://dx.doi.org/10.1177/2332649216671954.

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Through 47 interviews with 56 White parents who attend culture camps, the authors analyze race discourse and practices in transracially adoptive families. The authors document parents’ use of two discursive frames, colorblindness and race consciousness, and find that small subsamples of parents use either race consciousness or colorblindness exclusively, while the majority (66 percent) entwine the two discursive frames together. Because the sample is drawn from culture camps, which emphasize race and ethnicity, this sample begins with some degree of racial attunement. As such, the continued presence of colorblindness among the sample indicates the deep rootedness of White hegemonic logic. However, the emergence of race consciousness indicates the potential for White transracially adoptive families to engage race critically. Moreover, the analyses draw a clear line between how parents articulate racial understandings in their interviews and the ways parents report talking about race and racism with their children. These findings are directly relevant to ongoing debates about the ethics of transracial adoption and racial identity development among transracial adoptees. More generally, these findings speak to the ways Whites’ racial understandings are constrained, but not determined, by a history and biography of privilege.
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Roxworthy, Emily. "Blackface Behind Barbed Wire: Gender and Racial Triangulation in the Japanese American Internment Camps." TDR/The Drama Review 57, no. 2 (June 2013): 123–42. http://dx.doi.org/10.1162/dram_a_00264.

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In a dark footnote to a dark chapter in US history, Japanese Americans interned by their own government during World War II performed in blackface behind barbed wire. Exploring blackface performance in the camps raises questions regarding the potential resistance of racial impersonation and blackface's potential for triangulating race.
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Smith, Rogers M., and Desmond S. King. "BARACK OBAMA AND THE FUTURE OF AMERICAN RACIAL POLITICS." Du Bois Review: Social Science Research on Race 6, no. 1 (2009): 25–35. http://dx.doi.org/10.1017/s1742058x09090158.

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AbstractIn 2008, following a campaign in which racial issues were largely absent, Americans elected their first Black president. This article argues that Obama's election does not signal the dawn of a postracial era in U.S. politics. Rather, it reflects the current structure of racial politics in the United States—a division between those who favor color-blind policies and seek to keep racial discussions out of politics, and those who favor race-conscious measures and whose policies are often political liabilities. The Obama campaign sought to win support from both camps. Only if pervasive material racial inequalities are reduced can such a strategy succeed in the long run.
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Park, Yunki. "Japanese Americans Internment Camps and Racial Discrimination Represented in Yoshiko Uchida’s Desert Exile." Modern Studies in English Language & Literature 62, no. 4 (November 30, 2018): 21–40. http://dx.doi.org/10.17754/mesk.62.4.21.

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Valenzuela, Jessica M., Sam E. Records, Kelly A. Mueller, Megan T. Martin, and Risa M. Wolf. "Racial Ethnic Disparities in Youth With Type 1 Diabetes Participating in Diabetes Summer Camps." Diabetes Care 43, no. 4 (January 23, 2020): 903–5. http://dx.doi.org/10.2337/dc19-1502.

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Bancroft, Angus. "‘Gypsies to the Camps!’: Exclusion and Marginalisation of Roma in the Czech Republic." Sociological Research Online 4, no. 3 (September 1999): 206–19. http://dx.doi.org/10.5153/sro.250.

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Under Communism the Roma minority in the Czech Republic were subject to severe state directed assimilation policies. Since the end of the Cold War they have endured a combination of labour market exclusion and racially motivated violence. The apparent historical discontinuity between the Communists’ strategies of assimilation and the current forms of exclusion and marginalisation is often explained by pointing to the social and economic upheaval caused by the transition to capitalism, or the resurgence of ‘ancient ethnic hatreds’. When examining anti-Roma racism (or other examples of ethnic conflict) in the former Communist countries of Europe, commentators tend to regard it as signifying the backwardness of these nations. These perspectives ignore racism's modern aspect. In contrast this paper seeks to highlight some of the continuities between the situation of Roma today and their historical position. It uses Simmel's concept of ‘the Stranger’ as applied by Bauman to understand the ambivalent place of Roma in European modernity, at times subject to coercive assimilation, at other times on the receiving end of racial violence. It challenges narratives which attempt to Orientalise racism as the preserve of ‘uncivilised and backward’ nations or a white underclass. It seeks to put racism in its place as a part of European modernity and its deployment of assimilative or exclusionary strategies against ‘Stranger’ minorities.
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Muller, Eric L. "Of Coercion and Accommodation: Looking at Japanese American Imprisonment through a Law Office Window." Law and History Review 35, no. 2 (March 13, 2017): 277–319. http://dx.doi.org/10.1017/s0738248017000086.

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Crucial to the implementation of the War Relocation Authority's (WRA) regulations of its detention camps for the uprooted Japanese American community of the West Coast were the WRA “project attorneys,” white lawyers stationed in the camps who gave legal advice to administrators and internees alike. These lawyers left behind a voluminous correspondence that opens a new window on the WRA's relationship with its prisoners, a relationship heretofore understood as encompassing coercion on one side and either compliance or resistance on the other. This article uses the voluminous correspondence of the project attorney at the Heart Mountain Relocation Center in Wyoming as a new lens for viewing the regulatory relationship between the WRA and the imprisoned community. It focuses on three of the many matters about which the project attorney gave advice: the design of the camp's community government, its criminal justice system, and its business enterprises. Evidence from this one law office suggests that on many key issues, the relationship between the WRA and the internees was marked not so much by coercion as by reciprocal accommodation, with each taking account of some of the preferences of the other. While the data are from just one of the ten WRA camps, they suggest a need to reconsider our understanding of how this American system of racial imprisonment operated.
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Shevell, Michael I. "Neurosciences in the Third Reich: from Ivory Tower to Death Camps." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 26, no. 2 (May 1999): 132–38. http://dx.doi.org/10.1017/s0317167100051842.

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Abstract: It is commonly thought that the horrific medical abuses occurring during the era of the Third Reich were limited to fringe physicians acting in extreme locales such as the concentration camps. However, it is becoming increasingly apparent that there was a widespread perversion of medical practice and science that extended to mainstream academic physicians. Scientific thought, specifically the theories of racial hygiene, and the political conditions of a totalitarian dictatorship, acted symbiotically to devalue the intrinsic worth to society of those individuals with mental and physical disabilities. This devaluation served to foster the medical abuses which occurred. Neurosciences in the Third Reich serves as a backdrop to highlight what was the slippery slope of medical practice during that era. Points on this slippery slope included the “dejudification” of medicine, unethical experimentation in university clinics, systematic attempts to sterilize and euthanasize targeted populations, the academic use of specimens obtained through such programs and the experimental atrocities within the camps.
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Dissertations / Theses on the topic "Racial Camps"

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Santos, Laura Márcia Rosa dos. "Relações raciais em Campo Grande/MS : os casos de discriminação racial registrados pelo Programa SOS Racismo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/4583.

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Este trabalho tem como objetivo disponibilizar um estudo referente às relações raciais na Região Centro-Oeste do país, com a finalidade analisar as condicionantes sociais que levam agentes sociais a se verem como vítimas de discriminação racial e a denunciar dimensões de seu cotidiano de interações sociais como sendo de injustiça racial. O pano de fundo para a análise que esteve em curso foi a observação da importância da argumentação da vítima como uma prova da intolerância diante da prática discriminatória. Sendo o SOS Racismo, no período recortado pela pesquisa, a principal atividade do Instituto Casa da Cultura Afro- Brasileira, projeto idealizado pelo Ministério de Justiça e Secretaria Nacional de Direitos Humanos numa tentativa de desenvolvimento de uma relação maior da parceria entre esta instância do poder público e da sociedade civil. A tentativa desta dissertação é observar, como os agentes do ato discriminatório procuram administrar seu papel de “vítima” a partir do ponto de vista de que é um cidadão exigindo ser tratado em bases iguais aos demais membros da sociedade. Se por um lado os números do SOS Racismo confirmam o aspecto insipiente das denúncias registradas pelo ato de discriminação racial no Mato Grosso do Sul, por outro, a análise do cotidiano dessas vítimas indica que um universo amplo de fatores pode pesar muito na argumentação apresentada para se fazer à denúncia.
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Ting, Marie P. "Senior campus administrators, decision-making and the campus racial climate." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1383.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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DANTAS, Maria José Pereira. "Ações afirmativas na educação profissional técnica de nível médio: um estudo no IFPB - campus João Pessoa." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/15608.

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Submitted by Isaac Francisco de Souza Dias (isaac.souzadias@ufpe.br) on 2016-03-02T18:20:42Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO Maria Jose Pereira Dantas.pdf: 3389259 bytes, checksum: c16c7ea6dde3a6bf2b7134b531cabd40 (MD5)
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Esta dissertação parte da contextualização da presença do Estado na configuração de profunda exclusão na realidade brasileira, em especial da população negra. Discute os termos importantes na temática ações afirmativas com a inclusão de critérios étnico-raciais. Evidencia a historicidade das desigualdades raciais e educacionais no Brasil. Investiga a ação afirmativa implementada no Brasil, a partir da Lei das cotas (Lei 12.711/2012) e seus efeitos em cursos de Educação Profissional Técnica de Nível Médio (EPTNM), no Instituto Federal da Paraíba (IFPB), Campus João Pessoa, considerando esta lei como relevante intervenção do Estado no combate da profunda exclusão, notadamente, da população negra. A pesquisa de caráter quantitativo e qualitativo averigua indicadores de desempenho acadêmicos, além de analisar, por meio de entrevistas e grupos focais, o impacto dos programas de assistência estudantil neste desempenho, na visão da instituição e dos estudantes beneficiários. Constata que a combinação dos critérios escola pública, renda per capita e étnico-racial usados nas políticas de cotas garante o ingresso de estudantes autodeclarados pretos, pardos e índios, metade deles com renda menor ou igual a 1,5 salário mínimo. Contudo, com base nos resultados, é possível afirmar que na EPTNM a consolidação de impactos sociais positivos para os grupos socorraciais com desvantagens histórico-sociais depende da (1) manutenção do ingresso via cotas; (2) acesso dos cotistas aos programas de benefícios estudantis; e (3) de acompanhamento psicossocial, pedagógico e de orientação educacional.
This dissertation first contextualizes of the state presence in the deep exclusion setting in Brazilian reality, especially the black population. Discusses the important terms in the affirmative action subject with the inclusion of ethnic and racial criteria. Highlights the historicity of racial and educational inequalities in Brazil. Investigates the affirmative action implemented in Brazil after the Lei das cotas (Law 12.711/2012) its effects in High School Technical Professional Education (EPTNM) courses, the Federal Institute of Paraíba (IFPB), Campus João Pessoa, considering this law as relevant intervention the State to combat the deep exclusion, notably, the Afro-Brazilian/black population. The quantitative and qualitative nature research examines academic performance indicators, also analyzing, through interviews and focus groups, the impact of student assistance programs in this performance, under the institution and beneficiary students’ points of view. Notices that the combination of public school, per capita income and ethnic-racial criteria used in the quotas policy guarantees the admission of self-declared black, brown and indigenous students, half of them with smaller or equal income to 1.5 minimal wage. However, based on the results, it is possible to allege that at the EPTNM the consolidation of positive social impacts on the socio-racial groups with historical and social disadvantages depends on (1) the maintenance of the quota way of admission; (2) access of quota benefited ones to student assistance programs; and (3) psychosocial, pedagogical and educational guidance accompaniment.
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Brezinski, Kyle Jordan. "You PC Bro? How Experiences of Racial Microaggressions Affect Undergraduate African American Student Retention." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1463129299.

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Avila, Mariangela Mattos 1960. "O significado das cotas para estudantes negros do Instituto Federal de Santa Catarina : Campus São José." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250867.

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Orientador: Mara Regina Martins Jacomeli
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Por meio desta dissertação problematiza-se o significado do ingresso através de cotas, para os estudantes negros do Instituto Federal de Santa Catarina (IFSC), Campus São José nos cursos superiores de Licenciatura e Sistema de Telecomunicações. Foi utilizado o questionário como instrumento de pesquisa para analisar o perfil socioeconômico desses estudantes, registrar suas opiniões sobre discriminação racial na sociedade brasileira e no IFSC - Campus São José e identificar qual a compreensão dos estudantes pesquisados sobre ações afirmativas e o programa de cotas nesse estabelecimento de ensino. Com o objetivo de obter um melhor entendimento sobre a relação entre o acesso à educação e o sistema de cotas, abordou-se o processo de escravidão no Brasil, como se deu a construção do mito da democracia racial, bem como as desigualdades educacionais existentes entre negros e brancos no ensino superior. Contextualiza-se as ações afirmativas nos Estados Unidos e no Brasil e os aspectos que distinguem a conquista de políticas de reparação, nestes dois países. A política de cotas no ensino superior tem provocado uma acirrada discussão na sociedade brasileira, sendo os argumentos contrários e favoráveis tratados na presente dissertação e, nesse contexto social e histórico, relata-se como foi implementada a política de cotas para negros no Instituto Federal de Santa Catarina. A pesquisa revelou a importância do programa de ações afirmativas para os estudantes negros que ingressaram pelo sistema de cotas, possibilitando o acesso ao direito de ingresso no ensino superior, ampliando as oportunidades educacional, de mobilidade social e, sobretudo, a reversão de um processo histórico de discriminação.
Abstract: The thesis has its focus on Affirmative Actions in Brazilian higher education. It problematizes the admission's meaning, through quotas, for black students of Instituto Federal de Santa Catarina - IFSC, Campus São José in the courses of Graduation and Telecommunications Systems. It uses questionnaire as a research tool to analyze the socioeconomic profile of those students, to register their opinions about racial discrimination in Brazilian society and in IFSC - Campus São José and to identify their undestanding about Affirmative Actions and about the quotas program in this educational establishment. The theorical approach is based on the slavery process in Brazil and the construction of the myth of racial democracy and the educational inequalities between black and white people to access higher education. It contextualizes the Affirmative Actions in the USA and in Brazil and approaches the aspects that distinguish the conquest of reparation policies, in these countries. The quotas policy in higher education has provoked a heated discussion in Brazilian society and the arguments for and against will be presented in this dissertation. Considering the social and historical context it will report how the quota policy has been implemented for black people in the Instituto Federal de Santa Catarina. The research reveled the importance of the Afirmative Actions Program for black students that joined through the quota system, giving the possibility of access to the right of joining the higher education, expanding the educational and social mobility oportunity, and especially the reversal of a historical process of discrimination.
Mestrado
Filosofia e História da Educação
Mestre em Educação
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Kim, Caroline. "Racial integration : a social intervention on a South African university campus." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20095.

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Gordon Allport's contact theory has given rise to the widely accepted proposition that contact improves intergroup attitudes, with stronger effects in settings that reflect optimal conditions of contact. Investigators have long been interested in the effects of contact in South Africa where, until twenty years ago, intergroup contact had been formally restricted. Although research has shown a significant inverse relationship between contact and prejudice in this country, 'hyper-segregation' has been well documented in everyday spaces where diverse groups of people coexist. Of significance, these patterns of racial isolation are also prevalent in contexts where contact conditions are among the most optimal: university campuses. Despite the hope that naturally occurring encounters between different groups would start to create more integrated environments, it may be that interventions would be required to facilitate the direct interpersonal contact presupposed in contact theory. This thesis presents data from two sets of longitudinal studies conducted in university dining halls to investigate whether patterns of 'self-segregation' could be disrupted. The interventions enhanced optimal conditions, and addressed intergroup anxiety - one of the main hindrances to intergroup contact in diverse spaces on this campus - by attempting to instill positive emotions. Both naturalistic observational methods and quasi-experimental methods were used to measure changes in intergroup attitudes and behaviors as a function of the interventions. Students' seating patterns in the dining hall were mapped before, during, and after the intervention. The impact of the intervention on intergroup contact, cross-group friendship, intergroup anxiety, and social distance were measured through pretest-posttest surveys. Based on evidence from the first set of studies, a larger-scale version of the intervention was launched in the same format, one year later.
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Silva, Roberta Pereira da. "Campo de terra, campo da vida: interfaces das expressões cotidianas, as alternativas de resistência popular e o Negritude Futebol Clube." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20542.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The present study exposes the formation, organization and the permanece of the Negritude Futebol Clube, in the period from 1981 to 2017, because comprises the association as privileged source for the understanding of the várzea soccer in their multiple expressions. The research tried to identify the fundamental elements of the popular organization and of resistance through the várzea soccer, forms of sociability of the links as forms and formation of bonds in opposition to segregation space partner own the constitution of one of the housing estates in the São Paulo city. In this context it was still possible toproblematize the relationships of gender oppression, ethnic-racial, and of violation of human rights that happen about the childhood that has as objective soccer player's career
O presente estudo expõe a formação, a organização e a permanência do time de várzea Negritude Futebol Clube, no período de 1981 a 2017, pois compreende a agremiação como fonte privilegiada para a compreensão do futebol de várzea nas suas múltiplas expressões. A pesquisa procurou identificar os elementos fundamentais da organização popular e de resistência por intermédio do futebol de várzea, mas também as formas de sociabilidade e formação de vínculos em contraposição à segregação socioespacial própria da constituição de um dos maiores conjuntos habitacionais da cidade de São Paulo. Neste contexto, foi possívelainda problematizar as relações de opressão de gênero, étnico-raciais, e de violação de direitos humanos que incidem sobre a infância e que tem como objetivo a carreira de jogador de futebol
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Ball, Daisy Barbara. "Campus Climate, Racial Threat, and the Model Minority Stereotype: Asian Americans on a College Campus Following Sensational Crimes." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/84903.

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This study measures the campus climate for Asian Americans on a college campus before and after tragic events, and places it in the context of what is known about the social location of Asian American students nationally. Using a multi-method approach, including in-depth interviews supplemented by data from content analyses and surveys, it addresses perceptions of Asian American students about themselves and the campus climate. In doing so it addresses the more general question of minority stereotyping and strategies taken by minority groups to compensate for such stereotypes. Findings from this study suggest that the campus climate for Asian American undergraduates appears to be welcoming, and respondents do not report stress emanating from their 'model minority' status. Instead, they embrace and offer full-support for the 'model minority' stereotype.
Ph. D.
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SILVA, Leticia Santos da. "Cotas étnico-raciais no IFSUL Campus Bagé: sob o olhar do aluno cotista." Universidade Catolica de Pelotas, 2018. http://tede.ucpel.edu.br:8080/jspui/handle/jspui/717.

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This study investigates the perception of the self-declared black quotations students about the system of reserve of places, based on ethnic-racial criteria implanted in the Federal Institute of Education, Science and Technology Sul-rio-grandense (IFSul), campus Bagé. The objective of the research is to analyze the perception of students who entered the job reserve system in 2015 and 2016 and in 2017 were regularly enrolled and spontaneously accepted to participate in the research. Using the theoretical, legal, political and social subsidies that highlight the political-social meanings of affirmative action, a discussion about these actions is carried out as a compensatory public policy focused on ethnic racial minorities in the Brazilian context, elucidating policy actions affirmative approach to education, specifically the one that seeks to guarantee access to higher and technical education for low-income people, blacks and browns, through the quota system, guaranteed by Law No. 12.711 / 12. Many steps were taken towards this achievement, and it is extremely important to highlight the participation of the Black Movement, a movement of social origin that seeks to guarantee the rights of the black population, as well as the construction and visibility of their racial and cultural ethnic identity. This movement is present in the claims that cover public education for blacks, through quotas. The methodological procedures of the research are based on the assumptions of the qualitative research of the case study type, based on the critical dialectical method. The instrument for data collection used was the interview and, for the data analysis, the content analysis methodology was used. The results of the research indicate that this historically excluded group, in its majority, reproduces the discourse of the ruling class in which the entrance in the public institutions must be by the meritocracy, where the ethnic-racial quotas can represent a discriminatory and sometimes racist act.
Este estudo investiga a percepção dos alunos cotistas autodeclarados pretos acerca do sistema de reserva de vagas, com base em critérios étnico-raciais implantados no Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul), campus Bagé. A pesquisa tem, por objetivo, analisar a percepção dos estudantes que ingressaram pelo sistema de reserva de vagas no ano de 2015 e 2016 e no ano de 2017 estavam regularmente matriculados, que espontaneamente aceitaram participar da pesquisa. Recorrendo a subsídios teóricos da área jurídica, política e social, que destacam sentidos político-sociais das ações afirmativas, realiza-se a discussão acerca dessas ações, enquanto política pública compensatória voltada às minorias étnicas raciais, no contexto brasileiro, elucidando a política de ações afirmativas voltada à educação, especificamente a que busca garantir o acesso ao ensino superior e técnico às pessoas de baixa renda, pretos e pardos, através do sistema de cotas, garantido na Lei n° 12.711/12. Muitos passos foram dados para esta conquista, sendo de suma importância destacar a participação do Movimento Negro, movimento de origem social que buscar garantir os direitos da população negra, bem como a construção e visibilidade de sua identidade étnica racial e cultural. Este movimento está presente nas reivindicações que abarcam a educação pública para negros, por meio das cotas. Os procedimentos metodológicos da investigação apoiam-se nos pressupostos da pesquisa qualitativa do tipo estudo de caso, embasado no método dialético crítico. O instrumento para a coleta de dados usado foi a entrevista e, para a análise dos dados, utilizou-se a metodologia de análise de conteúdo. Os resultados da pesquisa indicaram que esse grupo historicamente excluído, em sua maioria reproduz o discurso da classe dominante em que o ingresso nas instituições públicas deve ser pela meritocracia, onde as cotas étnico-raciais podem representar um ato discriminatório e por vezes racista.
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VASCONCELOS, Rinaldo Farias de. "Estudo da hist?ria e cultura afro-brasileira e ind?gena: Limites e possibilidades de implementa??o no contexto do ensino t?cnico em agropecu?ria no campus Barreiros - Instituto Federal de Educa??o, Ci?ncia e Tecnologia de Pernambuco." Universidade Federal Rural do Rio de Janeiro, 2001. https://tede.ufrrj.br/jspui/handle/jspui/2046.

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This search has the purpose of to analyze the implications for the implementation of the study of history and culture of Indigenous and Afro-Brazilian in the context of basic education and other levels and education arrangements, from the experiences of teachers and students of the technical course in agriculture, integrated into the high school Campus Barreiros ? Federal Institute of Education, Science and technology of Pernambuco, focusing on ethnic-racial relations and reparations policies, recognition and appreciation of affirmative actions in everyday life at school. From the point of view of how to approach the problem, the search is qualitative descriptive character, having as a tool for field research to interview structured way. This study was born from the observation that there is a great difficulty to work with the contents that guide the theme of history and indigenous and Afro-Brazilian culture in the school context, as well as, ethnic-racial relations in the teaching-learning environment. To approach the theoretical reference was used the works of Kabengele Munanga, Maria Aparecida S. Bento, Lilia Moritz Schwarcz and Eliane Cavalleiro that inserts in the contemporary debate on the issues discussion-ethnic racial and their repercussions on relations between students and teachers in the school environment. The school, as A strategic area, has a key role in the process of construction and reconstruction of social values, so necessary if makes a new look on the racial issue in the school context, since the Brazilian education system is based on a Eurocentric vision, monoculture, discriminatory and exclusionary racist character.
A presente pesquisa tem o prop?sito de analisar as implica??es na implementa??o do Estudo da Hist?ria e Cultura Afro-Brasileiro e Ind?gena no contexto da educa??o b?sica e outros n?veis e modalidades de ensino, a partir das experi?ncias dos professores (as) e dos alunos (as) do curso t?cnico em agropecu?ria, integrado ao ensino m?dio, do Campus Barreiros - Instituto Federal de Educa??o, Ci?ncia e Tecnologia de Pernambuco, dando enfoque ?s rela??es ?tnico-raciais e as pol?ticas de repara??es, reconhecimento e valoriza??o de a??es afirmativas no cotidiano escolar. Do ponto de vista da forma de abordagem do problema, a pesquisa ? de car?ter qualitativo descritivo, tendo como instrumento para a pesquisa de campo a entrevista semi-estruturada. Este estudo nasceu a partir da observa??o de que h? uma grande dificuldade de se trabalhar os conte?dos que norteiam a tem?tica da hist?ria e cultura afro-brasileira e ind?gena no contexto escolar, bem como, ?s rela??es ?tnico-raciais no ambiente de ensino-aprendizagem. Para a abordagem do referencial te?rico foi utilizado os trabalhos de Kabengele Munanga, Maria Aparecida S. Bento, Lilia Moritz Schwarcz e Eliane Cavalleiro que insere no debate contempor?neo a discuss?o sobre as quest?es ?tnico-raciais e suas repercuss?es nas rela??es entre alunos (as) e professores no ambiente de escolar. A escola, como espa?o estrat?gico, tem um papel fundamental no processo de constru??o e reconstru??o de valores sociais, por isso necess?rio se faz um novo olhar sobre a quest?o racial no contexto escolar, j? que o sistema de ensino brasileiro se baseia numa vis?o euroc?ntrica, monocultural, discriminat?ria de car?ter racista e excludente.
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Books on the topic "Racial Camps"

1

Aly, Götz. Cleansing the fatherland: Nazi medicine and racial hygiene. Baltimore: Johns Hopkins University Press, 1994.

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Aly, Götz. Cleansing the fatherland: Nazi medicine and racial hygiene. Baltimore: Johns Hopkins University Press, 1994.

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The spectacle of Japanese American trauma: Racial performativity and World War II. Honolulu: University of Hawaii Press, 2008.

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Abraham, Ansley A. Racial issues on campus: How students view them. Atlanta, Ga: Southern Regional Education Board, 1990.

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1962-, Fings Karola, and Kenrick Donald, eds. The Gypsies during the Second World War. [Paris]: Gypsy Research Centre, 1997.

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Tyree, Omar. Colored, on white campus: The education of a racial world. [Wash., D.C: MARS Productions, 1992.

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Publications, Rusting. Dealing with campus racism and bigotry. Port Washington, N.Y. (402 Main St., PO Box 190, Port Washington 11050): Rusting Publications, 2001.

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Robert, Hively, and American Association of State Colleges and Universities., eds. The Lurking evil: Racial and ethnic conflict on the college campus. Washington, DC: American Association of State Colleges and Universities, 1990.

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Maddox, Jake. Speed Camp. Mankato: Stone Arch Books, 2009.

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Jessica, Gunderson, and Tiffany Sean ill, eds. Speed camp. Minneapolis, Minn: Stone Arch Books, 2010.

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Book chapters on the topic "Racial Camps"

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Delale-O’Connor, Lori. "Safely ‘Other’: The Role of Culture Camps in the Construction of a Racial Identity for Adopted Children." In Race in Transnational and Transracial Adoption, 155–68. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137275233_8.

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Poulson, Stephen C. "Using Visual Sociology to Study Institutional Racism at Virginia Universities." In Racism on Campus, 1–23. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003134480-1.

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Poulson, Stephen C. "Academic Culture and Race Perspectives at Howard University Before World War II (1914–1942)." In Racism on Campus, 87–121. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003134480-3.

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Poulson, Stephen C. "Social Movement Activism at Howard University and Virginia Colleges." In Racism on Campus, 179–221. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003134480-5.

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Poulson, Stephen C. "Conclusion and Future Questions." In Racism on Campus, 222–29. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003134480-6.

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Poulson, Stephen C. "Resistance to Racial Integration at Virginia Colleges After World War II (1945–2000)." In Racism on Campus, 122–78. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003134480-4.

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Poulson, Stephen C. "Jim Crow Racism on Campus." In Racism on Campus, 24–86. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003134480-2.

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Kendi, Ibram X. "“Black Students Refuse to Pass the Buck”: The Racial Reconstitution of Higher Education." In The Black Campus Movement, 145–59. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137016508_9.

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Telles, Arien B., and Tania D. Mitchell. "Much Discussion, Not Much Change: Perceptions of Campus Climate Continue to Differ Along Racial Lines." In Evaluating Campus Climate at US Research Universities, 395–408. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94836-2_18.

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Stone, Dan. "3. The Third Reich’s world of camps." In Concentration Camps: A Very Short Introduction, 30–49. Oxford University Press, 2019. http://dx.doi.org/10.1093/actrade/9780198723387.003.0003.

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‘The Third Reich’s world of camps’ examines the history of the Nazi camp system, comparing labour camps devised to build the ‘racial community’ with concentration camps set up to exclude political opponents and eventually to eradicate unwanted others—‘asocials’ and then Jews. The SS concentration camps at Buchenwald, Dachau, and Sachsenhausen, which were designed to brutalize the inmates and at which death was common, can be distinguished from the death camps at Chełmno, Bełżec, Sobibór, and Treblinka. Exceptions were Majdanek and Auschwitz, which by 1942 combined the functions of concentration and death camps. The images and testimonies of the liberation of the Nazi camps have shaped our definition of concentration camps.
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Conference papers on the topic "Racial Camps"

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Gebara, Tânia, and Ivangilda Santos. "Formação docente e educação para as relações étnico-raciais: interação dialógica entre comunidade e extensão universitária na UFMG." In Simpósio Internacional Trabalho, Relações de Trabalho, Educação e Identidade. Appos, 2020. http://dx.doi.org/10.47930/1980-685x.2020.1606.

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Este estudo tematiza reflexões sobre os processos de formação docente desenvolvidos por um projeto de extensão universitária da UFMG sobre o tema da educação das relações étnico-raciais, realizado em parceria com o poder público via Secretaria Municipal de Educação de Belo Horizonte e Secretaria Estadual de Minas Gerais. Sabe-se que a discriminação racial, o racismo e o preconceito são elementos que compõem a sociedade brasileira, sendo a educação escolar e os professores importantes vetores para fomentar um campo de conhecimento sistematizado de enfrentamento às desigualdades. Neste artigo serão abordados dois eixos analíticos, o perfil dos formadores e dos participantes cursistas e as metodologias utilizadas, buscando problematizar como a ação extensionista de formação continuada e em serviço de docentes dialoga com os saberes experienciais e os conteúdos do curso na busca de potencializar a transformação de práticas pedagógicas que se apropriem dos conhecimentos culturais e científicos produzidos pelos vários grupos étnico-raciais, especialmente negros.
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Diehl, David. "Cross-Racial Engagement on Campus and Personality Differences." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444801.

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Rolon-Dow, Rosalie. "Racial Microaffirmations and Campus Climate: Experiences of Black and Latinx Students." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573275.

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da Rocha Velôso, Henrique, and Lediane Fani Felzke. "Relações étnico-raciais e a sala de aula." In Semana Nacional da Ciência e Tecnologia IFRO Campus Cacoal. ,: Even3, 2022. http://dx.doi.org/10.29327/snctifrocampuscacoal2021.419235.

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Romão, Vanessa Ferreira, Cristiane Azeredo de Oliveira Santos, Israel Souza, and Maylta Brandão Dos Anjos. "Questões étnico-raciais no PROEJA: uma análise das dissertações do ProfEPT." In Anais da Semana Acadêmica do IFRJ Campus Mesquita. Recife, Brasil: Even3, 2021. http://dx.doi.org/10.29327/156234.4-2.

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da Silva, Bruno Correia, Wesley de Oliveira Lima, Jamille Maria Saraiva Lima, João Victor Duarte Viana, José Gilvan Rodrigues Maia, Windson Viana de Carvalho, and Carlos Henrique L. Cavalcante. "Get Quizzfty: Uma proposta de jogo digital voltado para o ensino da cultura afro-brasileira e indígena." In Anais Estendidos do Simpósio Brasileiro de Games e Entretenimento Digital. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/sbgames_estendido.2021.19759.

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O afro-brasileiro e o indígena foram excluídos na sociedade, e seus respectivos papéis, até a Constituição de 1988, eram mínimos ou inexistentes. Mesmo depois de 33 anos, somado a algumas leis, há ainda o preconceito racial e a omissão de informação sobre ambas as culturas. Para contribuir com essa área, este artigo descreve a proposta de um jogo na modalidade quiz, voltado para o tema da cultura afro-brasileira e indígena. Está sendo desenvolvido em parceria com o Núcleo de Estudos Afro-Brasileiro e Indígena, NEABI, no Instituto Federal do Ceará. Utilizando elementos de gamificação, o quiz é uma proposta lúdica na apresentação de conteúdos que giram em torno da questão étnica e racial. Assim, propõe-se um jogo, um quiz temático, com estímulo à competição e, também, aprendizado sobre o tema de uma formação cultural tão relevante na sociedade brasileira como a dos afro-brasileiros e indígenas. O NEABI do campus Aracati tem como objetivo utilizar o software em apresentações do núcleo com os calouros e em sala de aula, quando o professor desejar abordar o tema com as dinâmicas propostas pelo jogo. Foi utilizado o processo de prototipação de software no desenvolvimento. O jogo contém dois modos de jogabilidade: leitura e campeonato. A plataforma utilizada serão Android e Desktop.
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Denis Melo Da Silva, Klebee, and Maria Michelle Lima Da Silva De Oliveira. "EDUCAÇÃO E CULTURA QUILOMBOLAS: a (in) visibilidade Étnico–Racial no Ensino Fundamental anos finais em escolas do Campo na região da PA 140 em Tomé Açu." In Semana Nacional da Ciência e Tecnologia IFRO Campus Cacoal. ,: Even3, 2022. http://dx.doi.org/10.29327/snctifrocampuscacoal2021.417085.

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Maciel Pacheco, Myllena, Anne Caroline Candido Gomes, Juan Vitor Gomes de Souza, MATHEUS FERREIRA IRIE, and Laryssa De Oliveira Lopes. "QUÍMICA FARMACÊUTICA NAS ESCOLAS: USO RACIONAL DE MEDICAMENTOS E A PANDEMIA DE COVID-19." In IX Encontro da Saúde do IFRJ/Campus Realengo. ,: Even3, 2022. http://dx.doi.org/10.29327/encontrodasaude2021.413625.

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Almeida, Maycon, Liz Viana, Bruna Nunes, Brenda Pinheiro, Maria Julia Gonçalves, and Carlos Eduardo Ferreira. "Implementação de um canteiro de plantas medicinais no Centro de Saúde Escola de Custodópolis." In Semana Científica da Faculdade de Medicina de Campos. Faculdade de Medicina de Campos, 2002. http://dx.doi.org/10.29184/anaisscfmc.v12022p7.

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Sabe-se que o uso de plantas medicinais pela população mundial sempre teve seu lugar na terapêutica empírica e popular. Dados da Organização Mundial de Saúde - OMS mostram que cerca de 80% da população mundial fez uso de algum tipo de erva na busca de alívio de alguma sintomatologia dolorosa. A utilização de plantas medicinais tem inclusive recebido incentivos da OMS, os quais têm sido reverberados pela Agência Nacional de Vigilância Sanitária por meio de práticas integrativas e complementares do Sistema Único de Saúde. Nesse contexto, faz parte do escopo de atuação deste projeto a concatenação de práticas de educação em saúde que tangem à disseminação de informações que visem o uso racional de plantas medicinais entre idosos assistidos pelo Centro de Saúde Escola de Custodópolis. Em seu segundo ano de edição, o projeto se consolida com a implantação de sua Horta Medicinal. Sustentado em seu viés ambiental, já foram montados 34 canteiros de plantas, somando mais de 150 pneus reciclados. O uso dos pneus permite melhores condições ergonômicas para visitantes, alunos e professores no manejo das plantas. Uma vez definida a planta de interesse, sob supervisão docente, um dos alunos participantes do projeto elabora uma monografia da espécie vegetal descrevendo informações científicas atualizadas, tais como caracterização morfológica e taxonômica, indicação terapêutica, modo de usar, contraindicações, efeitos adversos, entre outras. A partir das monografias são montadas placas de identificação da planta para fixação nos canteiros, o que permite ao visitante, por meio da leitura eletrônica de um QR Code, o acesso direto às principais informações da espécie. Até o momento temos registro de 39 monografias de plantas medicinais. Dessas, 34 espécies já foram plantadas e identificadas. Destacam-se espécies como Aloe vera, Cymbopogon citratus, Matricaria camomila, Mikania glomerata, Pereskia aculeata, Pfaffea paniculata, Rosmarinus officinalis, dentre outras. O projeto demonstra sua importância extra muro da faculdade uma vez que tem recebido visita e agendamentos de diferentes grupos da sociedade civil e organiza oficinas ministradas pelos estudantes para discussão periódica do uso racional de plantas medicinais. O próximo desafio é o depósito das espécies em um Banco de Plantas Medicinais registrado.
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Leal Ferreira Lopes, Ana Claudia, Carlos Eduardo Faria Ferreira, and Thiago Barbosa de Souza. "Prevalência e tipos de benzodiazepínicos prescritos antes e durante a pandemia para a COVID-19." In Semana Científica da Faculdade de Medicina de Campos. Faculdade de Medicina de Campos, 2022. http://dx.doi.org/10.29184/anaisscfmc.v12022p23.

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Este estudo, tem o objetivo de avaliar a prevalência e tipos de benzodiazepínicos prescritos antes e durante a pandemia da COVID-19, dispensados para atendimento pelo SUS, no Município de São Fidélis, RJ. Os dados coletados se referem ao período de 2019 a 2021, de maneira a atender o estudo proposto. A metodologia foi estudo observacional transversal, utilizando-se pesquisas bibliográfica e documental. A fonte para essa última foram, informações dos bancos de dados da Farmácia Municipal. As informações foram tabuladas e apresentadas em forma de gráficos e comparados os períodos antes e durante a pandemia, sendo considerados os tipos e quantidades de benzodiazepínicos (BDZs) dispensados nesse período. Os resultados poderão contribuir para um diagnóstico a serem utilizadas em futuro(s) estudos e pesquisas, colaborando para a melhoria desse serviço no município em estudo. Constatou-se que os BZDs que apresentaram maior prevalência de dispensação nos anos estudados foram: Alprazolam 1,0 mg e o Clonazepam 2 mg mostrando-se uma maior elevação nos anos de 2020 e 2021 (com pandemia) em relação a 2019 (sem pandemia). Esses dados trazem grande preocupação sobre o uso abusivo e sugerem medidas e planejamento de estratégias para o uso racional dos medicamentos nas Unidades Básicas de Saúde do município de São Fidélis-RJ.
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Reports on the topic "Racial Camps"

1

Predicting Complex PTSD in Foster Care – CAMHS around the Campfire. ACAMH, March 2021. http://dx.doi.org/10.13056/acamh.15376.

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This session we are discussing complex PTSD, with the focus on Dr. Rachel Hiller's JCPP open access paper ‘A longitudinal study of cognitive predictors of (complex) post‐traumatic stress in young people in out‐of‐home care’
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