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Challenges for implementing indigenous education at school
Full text linkO século XXI anuncia a continuidade do brutal ataque às diversidades sociolinguísticas e cosmológicas dos povos originários. Ao mesmo tempo que o Estado discursa sobre direitos democráticos e igualdade a política. O presente texto traz para o debate essa situação, fazendo aparecer os diversos grupos sociais e seus projetos políticos conflitantes na relação do Estado com os povos indígenas. O pertencimento identitário ou a sua negação se revelará intimamente atrelado aos temas educação, território, escola e a outros elementos que compõem as realidades desses povos e que se tornam espaços de disputas históricas. Do ponto de vista metodológico, o presente estudo é parte das minhas pesquisas de doutoramento, atualizada em vivências nas aldeias, da participação no movimento indígena no Brasil e no diálogo com outras pesquisas. É um estudo focado na temática educação indígena. A pesquisa foi realizada a partir de entrevistas e pesquisas de campo na aldeia Espírito Santo, do povo Karipuna do estado do Amapá, terra situada na fronteira do Brasil com a Guiana Francesa. As entrevistas e pesquisas de campo dialogam com documentos oficiais e com a bibliografia sobre o tema. Podemos afirmar que a educação indígena (comunitária) têm conseguido manter as formas de organização sociopolítica desses povos, não sem dificuldades e perdas irreparáveis. Os povos indígenas, através de suas ações pedagógicas próprias, têm conseguido manter suas línguas, cosmologias, territórios memórias históricas e saberes, atualizando-as no tempo presente.The 21st century heralds the continuation of the brutal attack on the sociolinguistic and cosmological diversities of native peoples. At the same time, the State talks about democratic rights and equality and politics. The present text brings this situation to the debate, making the various social groups and their conflicting political projects appear in the State’s relationship with indigenous peoples. The identity belonging or its denial will reveal to be intimately linked to the themes of education, territory, school and other elements that make up the realities of these peoples and that become spaces of historical disputes. From a methodological point of view, the present study is part of my doctoral research, updated on experiences in the villages, on participation in the indigenous movement in Brazil and on dialogue with other research. It is a study focused on indigenous education. The research was carried out from interviews and field research in the Espírito Santo village, of the Karipuna people of the state of Amapá, a land located on the border between Brazil and French Guiana. The interviews and field research dialogue with official documents and the bibliography on the subject. We can say that indigenous (community) education has managed to maintain the forms of sociopolitical organization of these peoples, not without difficulties and irreparable losses. Indigenous peoples, through their own pedagogical actions, have managed to maintain their languages, cosmologies, territories, historical memories and knowledge, updating them in the present time.The 21st century heralds the continuation of the brutal attack on the sociolinguistic and cosmological diversities of native peoples. At the same time, the State talks about democratic rights and equality and politics. The present text brings this situation to the debate, making the various social groups and their conflicting political projects appear in the State’s relationship with indigenous peoples. The identity belonging or its denial will reveal to be intimately linked to the themes of education, territory, school and other elements that make up the realities of these peoples and that become spaces of historical disputes. From a methodological point of view, the present study is part of my doctoral research, updated on experiences in the villages, on participation in the indigenous movement in Brazil and on dialogue with other research. It is a study focused on indigenous education. The research was carried out from interviews and field research in the Espírito Santo village, of the Karipuna people of the state of Amapá, a land located on the border between Brazil and French Guiana. The interviews and field research dialogue with official documents and the bibliography on the subject. We can say that indigenous (community) education has managed to maintain the forms of sociopolitical organization of these peoples, not without difficulties and irreparable losses. Indigenous peoples, through their own pedagogical actions, have managed to maintain their languages, cosmologies, territories, historical memories and knowledge, updating them in the present time
The 21st century heralds the continuation of the brutal attack on the sociolinguistic and cosmological diversities of native peoples. At the same time, the State talks about democratic rights and equality and politics. The present text brings this situation to the debate, making the various social groups and their conflicting political projects appear in the State’s relationship with indigenous peoples. The identity belonging or its denial will reveal to be intimately linked to the themes of education, territory, school and other elements that make up the realities of these peoples and that become spaces of historical disputes. From a methodological point of view, the present study is part of my doctoral research, updated on experiences in the villages, on participation in the indigenous movement in Brazil and on dialogue with other research. It is a study focused on indigenous education. The research was carried out from interviews and field research in the Espírito Santo village, of the Karipuna people of the state of Amapá, a land located on the border between Brazil and French Guiana. The interviews and field research dialogue with official documents and the bibliography on the subject. We can say that indigenous (community) education has managed to maintain the forms of sociopolitical organization of these peoples, not without difficulties and irreparable losses. Indigenous peoples, through their own pedagogical actions, have managed to maintain their languages, cosmologies, territories, historical memories and knowledge, updating them in the present time
Desafios para implantação da educação indígena na escola
No full textThe 21st century heralds the continuation of the brutal attack on the sociolinguistic and cosmological diversities of native peoples. At the same time, the State talks about democratic rights and equality and politics. The present text brings this situation to the debate, making the various social groups and their conflicting political projects appear in the State’s relationship with indigenous peoples. The identity belonging or its denial will reveal to be intimately linked to the themes of education, territory, school and other elements that make up the realities of these peoples and that become spaces of historical disputes. From a methodological point of view, the present study is part of my doctoral research, updated on experiences in the villages, on participation in the indigenous movement in Brazil and on dialogue with other research. It is a study focused on indigenous education. The research was carried out from interviews and field research in the Espírito Santo village, of the Karipuna people of the state of Amapá, a land located on the border between Brazil and French Guiana. The interviews and field research dialogue with official documents and the bibliography on the subject. We can say that indigenous (community) education has managed to maintain the forms of sociopolitical organization of these peoples, not without difficulties and irreparable losses. Indigenous peoples, through their own pedagogical actions, have managed to maintain their languages, cosmologies, territories, historical memories and knowledge, updating them in the present time
The 21st century heralds the continuation of the brutal attack on the sociolinguistic and cosmological diversities of native peoples. At the same time, the State talks about democratic rights and equality and politics. The present text brings this situation to the debate, making the various social groups and their conflicting political projects appear in the State’s relationship with indigenous peoples. The identity belonging or its denial will reveal to be intimately linked to the themes of education, territory, school and other elements that make up the realities of these peoples and that become spaces of historical disputes. From a methodological point of view, the present study is part of my doctoral research, updated on experiences in the villages, on participation in the indigenous movement in Brazil and on dialogue with other research. It is a study focused on indigenous education. The research was carried out from interviews and field research in the Espírito Santo village, of the Karipuna people of the state of Amapá, a land located on the border between Brazil and French Guiana. The interviews and field research dialogue with official documents and the bibliography on the subject. We can say that indigenous (community) education has managed to maintain the forms of sociopolitical organization of these peoples, not without difficulties and irreparable losses. Indigenous peoples, through their own pedagogical actions, have managed to maintain their languages, cosmologies, territories, historical memories and knowledge, updating them in the present time.O século XXI anuncia a continuidade do brutal ataque às diversidades sociolinguísticas e cosmológicas dos povos originários. Ao mesmo tempo que o Estado discursa sobre direitos democráticos e igualdade a política. O presente texto traz para o debate essa situação, fazendo aparecer os diversos grupos sociais e seus projetos políticos conflitantes na relação do Estado com os povos indígenas. O pertencimento identitário ou a sua negação se revelará intimamente atrelado aos temas educação, território, escola e a outros elementos que compõem as realidades desses povos e que se tornam espaços de disputas históricas. Do ponto de vista metodológico, o presente estudo é parte das minhas pesquisas de doutoramento, atualizada em vivências nas aldeias, da participação no movimento indígena no Brasil e no diálogo com outras pesquisas. É um estudo focado na temática educação indígena. A pesquisa foi realizada a partir de entrevistas e pesquisas de campo na aldeia Espírito Santo, do povo Karipuna do estado do Amapá, terra situada na fronteira do Brasil com a Guiana Francesa. As entrevistas e pesquisas de campo dialogam com documentos oficiais e com a bibliografia sobre o tema. Podemos afirmar que a educação indígena (comunitária) têm conseguido manter as formas de organização sociopolítica desses povos, não sem dificuldades e perdas irreparáveis. Os povos indígenas, através de suas ações pedagógicas próprias, têm conseguido manter suas línguas, cosmologias, territórios memórias históricas e saberes, atualizando-as no tempo presente.The 21st century heralds the continuation of the brutal attack on the sociolinguistic and cosmological diversities of native peoples. At the same time, the State talks about democratic rights and equality and politics. The present text brings this situation to the debate, making the various social groups and their conflicting political projects appear in the State’s relationship with indigenous peoples. The identity belonging or its denial will reveal to be intimately linked to the themes of education, territory, school and other elements that make up the realities of these peoples and that become spaces of historical disputes. From a methodological point of view, the present study is part of my doctoral research, updated on experiences in the villages, on participation in the indigenous movement in Brazil and on dialogue with other research. It is a study focused on indigenous education. The research was carried out from interviews and field research in the Espírito Santo village, of the Karipuna people of the state of Amapá, a land located on the border between Brazil and French Guiana. The interviews and field research dialogue with official documents and the bibliography on the subject. We can say that indigenous (community) education has managed to maintain the forms of sociopolitical organization of these peoples, not without difficulties and irreparable losses. Indigenous peoples, through their own pedagogical actions, have managed to maintain their languages, cosmologies, territories, historical memories and knowledge, updating them in the present time
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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