The Experience of the GATI Project in Indigenous Lands in the Construction of Public Policies for Environmental and Territorial Management of Ils
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FERNANDA BORGES HENRIQUE Por Um Lugar De Vida: Os Kiriri Do
UNIVERSIDADE ESTADUAL DE CAMPINAS INSTITUTO DE FILOSOFIA E CIÊNCIAS HUMANAS FERNANDA BORGES HENRIQUE Por um lugar de vida: os Kiriri do Rio Verde, Caldas/MG CAMPINAS 2019 FERNANDA BORGES HENRIQUE Por um lugar de vida: os Kiriri do Rio Verde, Caldas/MG Dissertação apresentada ao Departamento de Antropologia Social do Instituto de Filosofia e Ciências Humanas da Universidade Estadual de Campinas para o título de mestra em Antropologia Social Orientadora: Drª. Emília Pietrafesa de Godoi ESTE EXEMPLAR CORRESPONDE À VERSÃO FINAL DA DISSERTAÇÃO DEFENDIDA PELA ALUNA FERNANDA BORGES HENRIQUE, E ORIENTADA PELA PROFª. DRª. EMÍLIA PIETRAFESA DE GODOI. CAMPINAS 2019 Ficha catalográfica Universidade Estadual de Campinas Biblioteca do Instituto de Filosofia e Ciências Humanas Cecília Maria Jorge Nicolau - CRB 8/3387 Henrique, Fernanda Borges, 1989- H395p HenPor um lugar de vida : os Kiriri do Rio Verde, Caldas/MG / Fernanda Borges Henrique. – Campinas, SP : [s.n.], 2019. HenOrientador: Emília Pietrafesa de Godoi. HenDissertação (mestrado) – Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas. Hen1. Territorialidade. 2. Índios Kiriri. 3. Índios da América do Sul - Caldas, MG. I. Godoi, Emília Pietrafesa de, 1960-. II. Universidade Estadual de Campinas. Instituto de Filosofia e Ciências Humanas. III. Título. Informações para Biblioteca Digital Título em outro idioma: For a place of living : the Kiriri people of Rio Verde, Caldas/MG Palavras-chave em inglês: Territoriality Kiriri Indians Indians of South America - Caldas, MG Área -
Redalyc.Kinship Studies in Brazil
VIBRANT - Vibrant Virtual Brazilian Anthropology E-ISSN: 1809-4341 [email protected] Associação Brasileira de Antropologia Brasil de Barros Laraia, Roque Kinship Studies in Brazil VIBRANT - Vibrant Virtual Brazilian Anthropology, vol. 8, núm. 2, diciembre, 2011, pp. 427 -449 Associação Brasileira de Antropologia Brasília, Brasil Available in: http://www.redalyc.org/articulo.oa?id=406941912019 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Kinship Studies in Brazil* Roque de Barros Laraia “They respect their brothers’ daughters because they consider them as daughters and treat them as such; they do not fornicate with them, as for them real kinship comes through the father, who is the agent. The mothers, compa- red to the fathers, are nothing more than containers in whom the child is bred, and for this reason the fathers’ children, even when mothered by slaves or cap- tive enemies, are always free and as respected as the others. But the children of the females that are the children of captive enemies are kept as slaves or sold; sometimes they kill them and eat them, even if they are their grandchildren, their daughters’ offspring. For the same reason they unashamedly use their daughters’ daughters for copulation, without any obligation or general custom to take them as wives, as is the case with the others, as it is said …” José de Anchieta “Information on marriage among the Indians of Brazil” Modern Brazilian anthropologists are, obviously, aware than kinship is one of the most important aspects of social organisation, notably in so-called sim- ple societies where it is one of the basic principles on which all social life de- pends. -
An Amerind Etymological Dictionary
An Amerind Etymological Dictionary c 2007 by Merritt Ruhlen ! Printed in the United States of America Library of Congress Cataloging-in-Publication Data Greenberg, Joseph H. Ruhlen, Merritt An Amerind Etymological Dictionary Bibliography: p. Includes indexes. 1. Amerind Languages—Etymology—Classification. I. Title. P000.G0 2007 000!.012 00-00000 ISBN 0-0000-0000-0 (alk. paper) This book is dedicated to the Amerind people, the first Americans Preface The present volume is a revison, extension, and refinement of the ev- idence for the Amerind linguistic family that was initially offered in Greenberg (1987). This revision entails (1) the correction of a num- ber of forms, and the elimination of others, on the basis of criticism by specialists in various Amerind languages; (2) the consolidation of certain Amerind subgroup etymologies (given in Greenberg 1987) into Amerind etymologies; (3) the addition of many reconstructions from different levels of Amerind, based on a comprehensive database of all known reconstructions for Amerind subfamilies; and, finally, (4) the addition of a number of new Amerind etymologies presented here for the first time. I believe the present work represents an advance over the original, but it is at the same time simply one step forward on a project that will never be finished. M. R. September 2007 Contents Introduction 1 Dictionary 11 Maps 272 Classification of Amerind Languages 274 References 283 Semantic Index 296 Introduction This volume presents the lexical and grammatical evidence that defines the Amerind linguistic family. The evidence is presented in terms of 913 etymolo- gies, arranged alphabetically according to the English gloss. -
Brazilian Indigenous People's Struggle for an Intercultural, Specific
Creative Education, 2016, 7, 13-19 Published Online January 2016 in SciRes. http://www.scirp.org/journal/ce http://dx.doi.org/10.4236/ce.2016.71002 Brazilian Indigenous People’s Struggle for an Intercultural, Specific, Differentiated School José Licínio Backes PPGE, UCDB, Campo Grande, Brasil Received 15 September 2015; accepted 11 January 2016; published 14 January 2016 Copyright © 2016 by author and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract This paper analyzes the Indigenous people’s struggle for an intercultural, specific, differentiated school intended for the valorization of their culture and identity. Aiming to catechize and adapt Indigenous peoples to the western culture, settlers introduced school education as a means to make the Indians give up their identities and integrate them into the national culture. This paper evidences that the Indians have opposed the colonial school right from the start, and by means of struggle and organization, they obtained the right to an intercultural, specific, differentiated Indi- genous school. However, obtaining this right had not put an end to their struggle, as the end of co- lonial school did not mean the end of coloniality. Keywords Indigenous School, Coloniality, Identity 1. Introduction The struggle for a school oriented towards cultural diversity by questioning the school that values the hegemonic culture has characterized the last decades in Brazil. In this struggle, the Indigenous movements have stood out in the construction of an intercultural, specific, differentiated school concerned with both the valorization of their culture and the affirmation of their identities. -
TRANSFORMATION of INDIGENOUS CULTURE: and Its
e-ISSN nº 2447-4266 Vol. 6, n. 3 (Special Issue 1), May. 2020 TRANSFORMATION OF INDIGENOUS CULTURE: and its influence on health in the face of the COVID pandemic 19 TRANSFORMAÇÃO DA CULTURA INDÍGENA: e sua influência na saúde diante da pandemia de COVID 19 a7en TRANSFORMACIÓN DE LA CULTURA INDÍGENA: y su influencia en la salud ante la pandemia de COVID 19 3 n 6 v 20 Eduardo Romprê Xerente Mailing address: Universidade Federal do Tocantins, Graduated in Nursing from (UFT). edu- BALA 1, Sala 11A. Avenida NS 15, ALCN0 14, 109 Norte, 77001090 – Palmas, TO – Brazil. 4266.20 [email protected]. - 0000-0001-8880-9645 Received: 03.15.2020. Accepted: 04.03.2020. Klecius Eufrasio Xavier Published: 05.01.2020. Graduated in Nursing from (UFT). ABSTRACT: [email protected]. The objective of this study was to analyze in 0000-0003-4378-9120 . the scientific literature the influence of the cultural transformation of the indigenous Adriane Feitosa Valadares population and its influence on health in Master in Environmental Sciences and Health (PUC / the face of the COVID 19 pandemic. A Goiás). [email protected]. bibliographic survey was carried out on the Virtual Health Library (VHL) website, using http://dx.doi.org/10.20873/uft.2447 0000-0001-8614-4504 the descriptors: “culture in health ”AND“ indigenous population ”AND“ COVID 19 DOI: Yusely Capote Sanches pandemic ”. 13 articles were selected that Master of Science (USP). Professor at the Faculty of Palmas do Tocantins (FAPAL) and the Center for met the inclusion criteria. From the studies 20 Higher Education of Palmas (CESUP / Palmas, TO). -
LETRAMENTO INDÍGENA: ENTRE O DISCURSO DO RCNEI E AS PRÁTICAS DE LETRAMENTO DA ESCOLA POTIGUARA DE MONTE-MÓR Hellen Cristina Picanço Simas
UNIVERSIDADE FEDERAL DA PARAÍBA CENTRO DE CIÊNCIAS HUMANAS, LETRAS E ARTES CURSO DE PÓS-GRADUAÇÃO EM LINGÜÍSTICA LETRAMENTO INDÍGENA: ENTRE O DISCURSO DO RCNEI E AS PRÁTICAS DE LETRAMENTO DA ESCOLA POTIGUARA DE MONTE-MÓR Hellen Cristina Picanço Simas JOÃO PESSOA 2009 HELLEN CRISTINA PICANÇO SIMAS LETRAMENTO INDÍGENA: ENTRE O DISCURSO DO RCNEI E AS PRÁTICAS DE LETRAMENTO DA ESCOLA POTIGUARA DE MONTE-MÓR Dissertação apresentada como parte dos requisitos para obtenção do título de Mestre em Lingüística, área de concentração: Lingüística e Práticas Sociais do Programa de Pós-Graduação em Lingüística da Universidade Federal da Paraíba. Orientadora: Profa. Dra. Regina Celi Mendes Pereira. Co-orientadora: Profa. Dra.Wilma Martins de Mendonça. JOÃO PESSOA 2009 S588l Simas, Hellen Cristina Picanço. Letramento indígena: entre o discurso do RCNEI e as práticas de letramento da Escola Potiguara de Monte- Mór / Hellen Cristina Picanço Simas.- João Pessoa, 2009. 150p. Orientadora: Regina Celi Mendes Pereira Co-orientadora: Wilma Martins Mendonça Dissertação (Mestrado) – UFPB/CCHLA 1. Lingüística e Práticas Sociais. 2. Letramento indígena. 3. Ensino de língua e RCNEI. 4. Práticas de letramento – Escola Potiguara de Monte-Mór. UFPB/BC CDU: 801(043) HELLEN CRISTINA PICANÇO SIMAS LETRAMENTO INDÍGENA: entre o Discurso do RCNEI e as Práticas de Letramento da Escola Potiguara de Monte-Mór, dissertação defendida e aprovada com distinção no dia 03 de fevereiro de 2009, como condição para obtenção do título de Mestre em Lingüística, pela Universidade Federal da Paraíba. BANCA EXAMINADORA __________ _________ Profª Draª Regina Celi Mendes Pereira – Orientadora Universidade Federal da Paraíba -UFPB ___________________________________________________ Profª Draª Mariane Carvalho Bezerra Cavalcante - Examinadora Universidade Federal da Paraíba - UFPB _________________________________________________ Profª Draª Gilda Maria Lins de Araújo - Examinadora Universidade Federal de Pernambuco - UFPE A todos os povos indígenas que existiram e existem no Brasil. -
Newsletter 33 July 2008
Nonnenweg 12 Postfach CH-4003 Basel Switzerland Tel. +41 61 272 29 17 Fax +41 61 272 27 57 E-mail: [email protected] Newsletter 33 www.ibby.org July 2008 News from the Sections IBBY Brazil celebrates 40 years To celebrate its fortieth anniversary on May 23rd, Other illustrators and authors included Luiz Antonio Fundação Nacional do Livro Infantil e Juvenil – Aguiar, Marina Colasanti, Eva Funari, Luiz Raul IBBY Brazil – invited Patsy Aldana (Canada) IBBY Machado, Laura Sandroni, Rui de Oliveira and President, Ellis Vance (USA) IBBY Vice President, Ziraldo. Tayo Shima (IBBY Japan) was also invited Liz Page (Switzerland) from the IBBY Secretariat, to speak, but sadly she was unable to participate, Leena Maissen (Switzerland) former IBBY Executive and sent her speech with a video message to the Director, Siobhán Parkinson (Ireland) Bookbird participants. Editor, Emilia Gallego President of IBBY Cuba and Silvia Castrillón former president of IBBY Colombia to participate in its festivities. These were held at the same time as the 10th Salåo do Livro para Crianças e Jovens: a 12-day dynamic book fair organized in 2,000 m2 tent in the grounds of the Museum of Modern Art of Rio de Janeiro (MAM) with the participation of 66 publishing houses. One of the delightful features of the Salão FNLIJ do Livro is that every child who visits the fair receives a book as a gift. In connection with the Salão, FNLIJ organizes a seminar that takes place in the Cinemateca auditorium of the Museum. As part of the celebrations there was a round table on IBBY - International IBBY Activities. -
Indian Tribes of Brazil
Indian Tribes of Brazil Ingarikó ! Taurepang ! ! Karipuna do Amapá ! Galibi do Oiapoque ! # Mayongong Makuxi # ! Galibi do Uaçá Palikur ! ! Sikiana Yanomami Wapixana Tiriyó ! Kuripako Baníwa ! Warekena ! Akuriô Desana ! # Wayana ! # Isolados do Mapuera Waiãpi Kobewa # ! ! ! Wanano ! Tukano Apalaí ! Tuyuka ! Tariano !! Arapaso ! Barasano do Norte ! ! Juriti ! Miriti ! Dâw Baré Karafawyana Zo'é Maku-Yuhup! ! Hixkariana ! ! Pira-Tapuia # # ! Siriano ! ! !Karapanã Kaxuyana ! Wai-Wai Isolados do Cuminá # ! Mandawaka Maku-Nadëb ! Xereu # ! Waimiri-Atroari # Mawayana ! Maku-Húpda # Katuena Anambé Tembé Urubu-Kaapor Kambeba ! ! # ! Kuruaya Tremembé ! Miranha ! ! Kokama Sateré-Mawé Arara do Pará Assurini do Tocantins Tapeba ! # ! ! Guajá ! Tikuna Assurini do Xingu ! # ! Isolados do Quixito Mura Wokarangma Parakanã Korubo ! ! Araweté ! ! Guajajara Krejê ! ! ! Isolados do São José Gavião do Pará ! Isolados do Curuçá # ! Matsés ! Tsohom-Djapá Isolados do Parauari ! ! ! Kulina ! ! Suruí do Pará ! Gavião do Maranhao Himarimã Isolados do Rio Tapirapé ! ! Marubo Matis ! Isolados do Jandiatuba Torá # # ! ! ! Krikati Potiguara ! Kanamari Suruwahá Apinajé Canela ! ! Banawá Munduruku ! Nukuini ! Deni ! ! Mura-Pirahã Amawaka Jamamadi Juma ! # Xambioá Poyanawa Isolados do Alto Jutaí Jarawara Kariri ! ! ! ! Parintintin ! ! Katukina-Juruá ! ! Kayapó ! ! Isolados do Mamoriazinho! Paumari Tenharim # Krahô ! ! Kamanawa Apurinã ! # ! Katukina-Jutaí # Isolados do Teles Pires ! Xukuru Arara do Acre ! Isolados do Arama e Inau ! ! Atikum Kapinawá Jaminawa Isolados do -
ARAWAK LANGUAGES” by Alexandra Y
OXFORD BIBLIOGRAPHIES IN LINGUISTICS “ARAWAK LANGUAGES” by Alexandra Y. Aikhenvald © Oxford University Press Not for distribution. For permissions, please email [email protected]. xx Introduction General Overviews Monographs and Dissertations Articles and Book Chapters North Arawak Languages Monographs and Dissertations Articles and Book Chapters Reference Works Grammatical and Lexical Studies Monographs and Dissertations Articles and Book Chapters Specific Issues in the Grammar of North Arawak Languages Mixed Arawak-Carib Language and the Emergence of Island Carib Language Contact and the Effects of Language Obsolescence Dictionaries of North Arawak Languages Pre-andine Arawak Languages Campa Languages Monographs and Dissertations Articles and Book Chapters Amuesha Chamicuro Piro and Iñapari Apurina Arawak Languages of the Xingu Indigenous Park Arawak Languages of Areas near Xingu South Arawak Languages Arawak Languages of Bolivia Introduction The Arawak family is the largest in South America, with about forty extant languages. Arawak languages are spoken in lowland Amazonia and beyond, covering French Guiana, Suriname, Guiana, Venezuela, Colombia, Peru, Brazil, and Bolivia, and formerly in Paraguay and Argentina. Wayuunaiki (or Guajiro), spoken in the region of the Guajiro peninsula in Venezuela and Colombia, is the largest language of the family. Garifuna is the only Arawak language spoken in Belize, Honduras, Nicaragua, and Guatemala in Central America. Groups of Arawak speakers must have migrated from the Caribbean coast to the Antilles a few hundred years before the European conquest. At least several dozen Arawak languages have become extinct since the European conquest. The highest number of recorded Arawak languages is centered in the region between the Rio Negro and the Orinoco. -
Identidades Femininas Indígenas Em Movimento Na Poética De Eliane Potiguara Moving Indigenous Female Identities in the Poetic of Eliane Potiguara
Revista Digital do e-ISSN 1984-4301 Programa de Pós-Graduação em Letras da PUCRS http://revistaseletronicas.pucrs.br/ojs/index.php/letronica/ Porto Alegre, v. 11, n. 3, p. 361-374, julho-setembro 2018 http://dx.doi.org/10.15448/1984-4301.2018.3.31235 Identidades femininas indígenas em movimento na poética de Eliane Potiguara Moving indigenous female identities in the poetic of Eliane Potiguara 1 Professor do Núcleo de Literatura do Instituto de Carlos Augusto de Melo1 Letras e Linguística (ILEEL) e do Programa de 2 Pós-graduação em Estudos Literários (PPLET) na Heliene Rosa da Costa Universidade Federal de Uberlândia (UFU). Programa de Pós-Graduação em Estudos Literários, Instituto de Letras e Linguística, http://orcid.org/0000-0001-9305-9519 Universidade Federal de Uberlândia. Uberlândia, MG, Brasil E-mail: [email protected] 2 Doutoranda pelo Programa de Pós-graduação em Estudos Literários (PPLET) na Universidade RESUMO: Neste artigo, busca-se compreender de que forma o processo diaspórico em território brasileiro interfere na constituição identitária, Federal de Uberlândia (UFU). http://orcid.org/0000-0002-5138-3430 sobretudo feminina, dos povos originários, a partir da leitura e análise crítico-literária do livro Metade Cara, Metade Máscara (2004), da precursora E-mail: [email protected] escritora indígena brasileira Eliane Potiguara. Sob essa mesma perspectiva analítica, propõe-se investigar também as complexas implicações dessas movimentações migratórias forçadas nas dinâmicas de violência e de silenciamento das vozes e das subjetividades indígenas. Na poética dessa umescritora, texto que,as identidades muitas vezes, têm apoiado sustentação nas perspectivas na prática da teóricas afirmação dos daEstudos memória Culturais, e conhecimentos envolve uma ancestrais, metodologia como de expressãoanálise de dascaráter subjetividades, qualitativo principalmente femininas, de diferentes etnias, constituindo-se lugares de conflitos e de materialização do entrelugar das vozes indígenas. -
The Indigenous World 2014
IWGIA THE INDIGENOUS WORLD 2014 This yearbook contains a comprehensive update on the cur- rent situation of indigenous peoples and their human rights, THE INDIGENOUS WORLD and provides an overview of the most important developments in international and regional processes during 2013. In 73 articles, indigenous and non-indigenous scholars and activists provide their insight and knowledge to the book with country reports covering most of the indigenous world, and updated information on international and regional processes relating to indigenous peoples. The Indigenous World 2014 is an essential source of informa- tion and indispensable tool for those who need to be informed THE INDIGENOUS WORLD 2014 about the most recent issues and developments that have impacted on indigenous peoples worldwide. 2014 INTERNATIONAL WORK GROUP FOR INDIGENOUS AFFAIRS 3 THE INDIGENOUS WORLD 2014 Copenhagen 2014 THE INDIGENOUS WORLD 2014 Compilation and editing: Cæcilie Mikkelsen Regional editors: Arctic & North America: Kathrin Wessendorf Mexico, Central and South America: Alejandro Parellada Australia and the Pacific: Cæcilie Mikkelsen Asia: Christian Erni and Christina Nilsson The Middle East: Diana Vinding and Cæcilie Mikkelsen Africa: Marianne Wiben Jensen and Geneviève Rose International Processes: Lola García-Alix and Kathrin Wessendorf Cover and typesetting: Jorge Monrás Maps: Jorge Monrás English translation: Elaine Bolton Proof reading: Elaine Bolton Prepress and Print: Eks-Skolens Trykkeri, Copenhagen, Denmark © The authors and The International Work Group for Indigenous Affairs (IWGIA), 2014 - All Rights Reserved HURRIDOCS CIP DATA The reproduction and distribution of information contained Title: The Indigenous World 2014 in The Indigenous World is welcome as long as the source Edited by: Cæcilie Mikkelsen is cited. -
Censo Escolar Indígena – 1999
Ministério da Educação Secretaria de Educação Fundamental Instituto Nacional de Estudos e Pesquisas Educacionais CENSO ESCOLAR INDÍGENA – 1999 Brasília-DF 2001 1 Coordenação-Geral de Apoio às Escolas Indígenas Esplanada dos Ministérios Bloco L, Edifício-Sede, 7º andar, Sala 721 70047-900 – Brasília-DF Fone: (61) 410-8630/Fax: 410-9274 E-mail: [email protected] Instituto Nacional de Estudos e Pesquisas Educacionais Esplanada dos Ministérios Bloco L, Anexo II, 4° Andar 70047-900 – Brasília-DF http://www.inep.gov.br Dados Internacionais de Catalogação na Publicação (CIP) Instituto Nacional de Estudos e Pesquisas Educacionais (Inep) Brasil. Ministério da Educação. Secretaria de Educação Fundamental. Censo escolar indígena: 1999 / Ministério da Educação, Secretaria de Educação Fundamental. – Brasília: Instituto Nacional de Estudos e Pesquisas Educacionais, 2001. 47 p. : tab. 1. Educação indígena. 2. Censo escolar. I. Instituto Nacional de Estudos e Pesquisas Educacionais. II. Título. CDU 37:39 2 SUMÁRIO Apresentação ............................................................................5 Lista de Tabelas........................................................................7 Introdução .................................................................................9 1 – Dados Gerais ....................................................................13 2 – Estabelecimentos .............................................................15 3 – Professores ......................................................................24 4 – Matrículas