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Academic literature on the topic 'Terça Afro (Project : Brazil)'
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Journal articles on the topic "Terça Afro (Project : Brazil)"
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Nunes, Antonio de Assis Cruz, Clenia de Jesus Pereira Dos Santos, Marilda da Conceição Martins, Angela Ribeiro Casas Nova de Sousa, Luís Félix de Barros Vieira Rocha, Rosangela Coêlho Costa, and Walter Rodrigues Marques. "Historical paths of black ethnic-racial identity in Brazil." Concilium 23, no. 12 (June 29, 2023): 369–87. http://dx.doi.org/10.53660/clm-1551-23h67c.
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The article deals with the historical paths of black ethnic-racial identity in Brazil. The text discusses the historical trajectory of the socio-racial relations of the black population in the 19th, 20th and 21st centuries from the perspective of building a black identity. In the 19th century, the Afro-Brazilian population encountered obstacles in building its own identity. In the 20th century, there was a more accentuated struggle for the construction of a black identity. In that century, identities called Sociological Subject (HALL, 2006), Resistance and Project (CASTELLS, 1999) were configured. In the 21st century there are advances in the construction of this identity due to the previous historical struggles of the black generations. The study points out the Resistance and Project identity models. The investigation consists of a descriptive-analytical study on the types of identities that coexisted and coexist in the process of Afro-Brazilian identity construction - from the 19th to the 21st century in the perspectives of Hall (2006; 2011) and Castells (1999; 2002), Elias (1994; 2001) and Goffman (1999; 2004). The study concludes that in each historical moment the Afro-Brazilian population built a singularity of identity in the light of delimited theorists.
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Oliveira, Miria. "RACIAL EDUCATION IN BRAZILIAN CHILDREN´S LITERATURE TEACHING." International Journal for Innovation Education and Research 7, no. 7 (July 31, 2019): 147–59. http://dx.doi.org/10.31686/ijier.vol7.iss7.1591.
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This paper discusses racial relations in teaching of children´s and young literature in Brazil. Based on the laws 10.639/2003 and 11.645/2008, which require that Brazilian schools teach the history and culture of Afro-Brazilians and Native Nations, we seek to problematize the applied research project From Reader To Reader, considering the effectiveness of the cited laws and the receiving of the African and Afro-Brazilian literary books brought together in Kit Afro: an affirmative policy of democratization of the access to literary production for diversity implemented by the Municipal Teaching Network of Belo Horizonte. Our discussions are guided by studies about race relations in Brazil (GOMES, 2012), teaching of literature (OLIVEIRA, 2015) and transcultural and decolonial pedagogy (HOPENHAY, 2009; WALSH, 2017).
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Rocha, Darlene, and Felipe de Almeida. "Pedagogic experiences in a school contract project: the Scenic Afro-Brazilian Dance." Revista Tempos e Espaços em Educação 15, no. 34 (May 14, 2022): e17392. http://dx.doi.org/10.20952/revtee.v15i34.17392.
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We analyze, in this article, the production of knowledge in the teaching and learning relationships with the Afro-Brazilian Scenic Dance (ABSD) created in the daily life of the after-school project of a municipal public school in Vitória/ES. The investigation takes place from field observations for master's research. We selected pedagogical experiences carried out by a teacher in Physical Education with ABSD, whose actions involve aspects that relate the figures of learning proposed by Charlot (2000) and which consist of a challenge for the area. The analyses dialogue with the relationship with knowledge in Physical Education and ethnic-racial issues. The analyzes dialogue with the relationship with knowledge in Physical Education and ethnic-racial issues, since the approach to this content consists of a cultural element influenced by African culture in Brazil. The interrelationship between the ways of learning can provide experiences and opportunities for relationships with knowledge. We consider that the experiences collaborate to face the challenge of the area of interconnecting the figures of learning without discarding the specificity of the field of action in the school.
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Santos Souza, Cristiane. "Treading Other Paths within Afro-Diasporic Contexts: Unilab Students’ Experiences, Challenges, and Perspectives." Humanities 8, no. 2 (April 16, 2019): 76. http://dx.doi.org/10.3390/h8020076.
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In this paper, I discuss some of the processes that characterized the creation and consolidation of the University of International Integration of Afro-Brazilian Lusophony (Unilab) in Bahia, as part of the expansion project of public higher education in Brazil that was implemented during the Lula presidency (2003–2010) and defined in the government’s internationalization and regionalization project. To this end, I reviewed the literature and institutional documents from the past four years and analyzed observations of daily campus life. I highlight some challenges as well as possibilities for young international students, particularly young Africans from the five Portuguese-speaking countries, and for Brazilian nationals, too, which arise from the implementation of this public higher education expansion program in the Recôncavo Baiano region. Finally, I conclude with observations about the cultural diversity and social reality inherent to the context and discuss the conceptual and practical challenges and possibilities arising from that intercultural reality.
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Carlessi, Pedro Crepaldi. "How to Carry Out a Democratic Ethnobotanical Study." Ethnobiology Letters 10, no. 1 (December 4, 2019): 113–19. http://dx.doi.org/10.14237/ebl.10.1.2019.1547.
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This contribution aims to share some experiences and methodological considerations that arose during an ethnobotanical research project with an Afro-Brazilian religious community in the city of São Paulo, Brazil. By presenting ontological features of plants used in religious practices, and the ways relations are created within this religious cosmology, this work opens a discussion about the political commitments of doing contemporary ethnobotanical science. When the ways of being and living in communities considered “traditional”—here referring to Afro-Brazilian religious communities, and specifically to the Umbanda Afro-Brazilian religion—are treated as equally valid, questions arise about the reaches of our own scientific practices, creating possibilities to construct practices and policies that preserve these communities’ vitality in the face of the overwhelming imposition of colonialism. In this sense, ethnobotanical research is at an analytical crossroads that can give the field an advantage over the political paralysis of the sciences and over the clandestine politicization of science as the spokesperson for a singular nature. These considerations lead to self-reflection on scientific expertise and democratic ways of producing knowledge about plants in plural cultural contexts.
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Silva, Graziella Moraes, and Emiko Saldivar. "COMPARING IDEOLOGIES OF RACIAL MIXING IN LATIN AMERICA: BRAZIL AND MEXICO." Sociologia & Antropologia 8, no. 2 (August 2018): 427–56. http://dx.doi.org/10.1590/2238-38752017v824.
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Abstract By the end of the twentieth century, with the rise of multicultural discourses and identity politics, Latin American ideologies of racial mixture had become increasingly denounced as myths that conceal (and thus support) the reproduction of racial inequalities. These studies have largely been guided by comparisons between countries with widespread racial mixing (usually Brazil, Mexico or Colombia) and countries in which it was less encouraged and visible (most commonly, the USA). In this paper we move the focus to the diverse ways in which racial mixture currently impacts racial formations in the Latin America, looking initially at Brazil and Mexico, two of the largest countries in the region, and also those with the largest Afro-descendent and indigenous populations in the continent. For comparison, we analyze survey data from the PERLA project.
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Noguera, Renato. "denúncias e pronúncias: estudos afroperspectivistas sobre infâncias e educação das relações étnico-raciais." childhood & philosophy 16, no. 36 (August 25, 2020): 01–22. http://dx.doi.org/10.12957/childphilo.2020.48335.
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This brief Afroperspectivist study explores the articulation between the education of ethnic-racial relations and childhood studies. The generational issues of childhood are not dissociated from racialization. Therefore, racism is a phenomenon that needs to be tackled in children's contexts. This essay makes some complaints about situations of racism that afflict children in Brazil, and offers what we call pronouncements. We postulate that it is important to propose anti-racist paths. Afro-perspectivist philosophy operates on the assumption that childhood – approached as a philosophical concept - is the existential and political key to the promotion of afrotopia, which the Senegalese economist Felwine Sarr understands as a real historical possibility. We argue that the Western project promotes adulthood, which implies the colonization of life and the world. Our hypothesis is that through the promotion of childhood we can create the necessary conditions for anti-racist societies, and offer an afro-perspectivist understanding of childhood as a proactive indicator of the possibility other realities.
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Agostinho, Marcia Esteves. "Black American Colonization in the Brazilian Amazon." Sæculum – Revista de História 25, no. 43 (November 18, 2020): 164–79. http://dx.doi.org/10.22478/ufpb.2317-6725.2020v25n43.54572.
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In the 1860s, when post-emancipation debates reached transnational significance, Brazil and the United States were the only two countries in the Americas where slavery was still legal. While Brazil was recognized as a place where “colour is no obstacle to advancement” (CHRISTIE, 1865, 78), the United States witnessed the emergence of the belief that “the races cannot live together in a state of freedom” (WEBB, 1853). Considering that context, the fortuitous encounter of a New York Times article from 1862 aroused my curiosity for it reported a project to transplant Afro-descendants from the United States to the Brazilian Amazon. Such a project remained virtually ignored by the Brazilian historiography, except for the book published by Nícia Vilela Luz in 1968, denouncing the American intentions to colonize the Amazon. Although the so-called “negro colonization” project never yielded an official proposition to the Brazilian government, it still deserves examination. I argue that, in the present context of global exchanges and migrations, this historical event gains new relevance. The intention of transferring an entire category of the population from one national territory to another raises questions about citizenship and national sovereignty. At the same time, it opens the opportunity for a transnational approach that can illuminate otherwise unseen aspects of migrations.
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Nadine Carole, Ngon. "THE ISSUE OF RECOGNITION OF AFRICAN HERITAGE IN BRAZIL IN THE 20TH CENTURY." Analele Universităţii din Craiova seria Istorie 28, no. 1 (July 31, 2023): 85–96. http://dx.doi.org/10.52846/aucsi.2023.1.06.
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After deletion of slavery in Brazil and the granting of citizenship to Afro-descendants, their incorporation into Brazilian society was not tolerated. During the first decade of the 20th century, African mores and cultures were repressed in public spaces and excluded from the project of identity construction. Brazilian national. By the action of the Black Front (Frente Negra Brasileira) through the struggles for social and civic rights and identity claims initiated at the beginning of the 20th century and continued during the second half of this century by the movements of black intellectual lobbies and Brazilian social actors, that the question of the recognition and legitimization of African heritage in Brazil will become a national concern and the subject of debate. To this end, the Brazilian President Getúlio Vargas initiated actions that will be perpetuated by his successors for the national recognition of African values inherited from slaves.
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Santos de Araújo, Flavia. "Rosana Paulino and the Art of Refazimento: Reconfigurations of the Black Female Body in the Land of Racial Democracy." Brasiliana: Journal for Brazilian Studies 8, no. 1-2 (December 19, 2019): 63–90. http://dx.doi.org/10.25160/bjbs.v8i1-2.114869.
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This essay analyzes the historical and aesthetic significance of the visual art project Assentamento(s) (2012-2013) by Rosana Paulino. Her work re- inscribes the black female body into the historical narrative of Brazil, complicating long-established notions of “Brazilianness”. By using art techniques and materials that combine lithography, digital printing, drawing, sewing, video, and sculpting, Paulino develops a multi-layered artistic assembly that she describes as a process of refazimento (“remaking”). Paulino pushes the boundaries of the historical archives, highlighting both the struggles and agency of black women within Brazilian society. I argue that, as a contemporary black woman visual artist, Paulino engages in a method of historical interpretation that Saidiya Hartman defines as “critical fabulation”. My study explores how Paulino’s refazimento represents a method of inquiry that confronts the legacies of Brazil’s racial democracy and its ideology of mestiçagem. Paulino’s visuality reclaims Afro-Brazilian ancestral memory and black female complex subjectivities.
Books on the topic "Terça Afro (Project : Brazil)"
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Ana Caroline da Silva de Jesus and Whellder Guelewar. Terça Afro: Território de afetos. São Paulo: Ciclo Contínuo, 2016.
Find full textBook chapters on the topic "Terça Afro (Project : Brazil)"
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Sarzynski, Sarah. "Racialized Representations." In Revolution in the Terra do Sol. Stanford University Press, 2018. http://dx.doi.org/10.11126/stanford/9781503603691.003.0005.
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While race was not used as an organizing tool in the Northeast, it was also not entirely absent. The Ligas drew transnational connections between the Northeast and the US Civil Rights movement and African independence movements, positioning the white ruling majority or European colonists as the enemy of the people. Slavery was a common metaphor used to debate the possibilities of Brazil forming a coalition with the Soviet Union or the United States. The historical legacy of slavery in Northeastern Brazil also factored into debates over competing projects for development in the Northeast. Filmmakers focused on rural afro-descendent populations and stories of quilombos (maroon societies), using realism to portray the Nordestino as African, savage, impoverished and determined to survive. These racialized narratives shaped the cultural and political struggles for change in the Northeast while also redefining what it meant to be Nordestino and a part of the Third World.
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Enriquez, Falina. "Maracatu Nação Cambinda Estrela." In The Costs of the Gig Economy, 102–34. University of Illinois Press, 2022. http://dx.doi.org/10.5622/illinois/9780252044618.003.0004.
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This chapter shows how musicians in Recife, Brazil, are contesting cultural policies and neoliberal discourses that reinforce the marginalization of working-class, Black citizens. Maracatu Nação Cambinda Estrela, a musical and activist community organization, articulates a “minor cosmopolitan” scale-making project that integrates the locally unique, traditional genre of maracatu into Global Southern Afro-diasporic, antiracist, and leftist movements. Through their political stance, reluctance to commercialize their efforts, and prioritization of community members’ needs and desires, the group’s members resist the homogenizing institutional standards that instrumentalize multiculturalism and limit who can participate in state-sponsored events. Rather than serving as an aesthetic embellishment, music is key to how the group builds solidarity across social and geographic boundaries to envision a better, more just future.
Reports on the topic "Terça Afro (Project : Brazil)"
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Telles, Edward E., Stanley R. Bailey, Shahin Davoudpour, and Nicholas C. Freeman. Racial and Ethnic Inequality in Latin America. Inter-American Development Bank, October 2023. http://dx.doi.org/10.18235/0005238.
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This chapter examines socioeconomic inequality in Latin America through the lens of race and ethnicity. We primarily use national census data from the International Public Use Micro Data Sample (IPUMS). Since censuses use inconsistent measures of race and ethnicity, we also draw on two additional measures from the Latin American Public Opinion Project (LAPOP). Unlike censuses, LAPOP data offer a more consistent ethnoracial scheme across countries and a unique interviewer-rated skin color measure. Our study shows that black and indigenous populations and those with darker skin color experience educational, income, and occupational disadvantages, even after controlling for their social origins. However, inequality and hierarchical ordering of Afro-descendants, indigenous peoples, mestizos, whites, and others vary across countries. We include an extended examination of educational inequality in Brazil, the regions largest country. The chapter concludes with an exploration of public policy approaches to address black and indigenous disadvantage across Latin America while also highlighting the case of Brazil, where targeted antiracism policy is most advanced.