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The present paper posits that in culturally diverse societies such as Brazil the value of cultural diversity within higher education institutions, faculties, and students has begun to gain momentum as a relevant dimension in the assessment of quality, performance, and productivity. In order to develop this argument, it first reviews the supporting literature, offering an overview of the institutional structures of higher education in Brazil and its quality assessment practices. It then analyses how multicultural aims may or may not have been articulated in the assessment of performance and productivity in Brazilian higher education policies, as gleaned from the National Plan for Education (Presidency of Republic, 2014), and recent debates around curriculum reform. It discusses the extent to which higher education policies in Brazil have tried to tackle the twin objectives of enhancing performance while also valuing cultural diversity and inclusion in their quality control strategies. The study may have global implications; as international mobility increases societies around the globe should be prepared to value both performance and diversity in their assessment exercises and curricular policies. [This paper was presented at the 14th Higher Education Reform Workshop 26-28 September 2017, Hiroshima University, Japan.]

This paper aims to identify elements that will help with the process of thinking through curriculum issues based on the concept of open architecture. We argue that this concept can be an interesting driver of practice and debate concerning curriculum development in different contexts. More generally, we seek for viable public education that is more deeply committed to pluralist democracy; a pluralism with some consensus, but not on everything, as argued by Chantal Mouffe, in support of Paulo Freire's claim that no one frees anyone alone but in communion. The paper describes origin of open architecture in computing, highlighting the free software movement. Then, we briefly discuss the transposition of this concept to the educational field. We also describe some communities for practice and innovation. Teacher communities should be the main foundation of the open architecture curriculum. Teachers should be transformative intellectuals with the responsibility, among others, to listen to student voices. Finally, we describe examples of the open architecture curriculum, some real, some imaginary. The concept of open architecture can also help when conducting comparative studies to enable a better understanding of curricular differences between nations, particularly with regard to flexibilization and centralization policies.

This paper presents a multi-case study in the field of intercultural education and it refers to a project named "Voice of children and young people in the development of intercultural education." The cases are critical action-research projects developed with three groups of middle and high school students. They participated in dialogic processes and shared leadership with their teachers. They co-designed projects, debated and became aware of critical issues related to cultural diversity in their educational communities. The purpose of the research is to analyze participatory processes and associated changes in relation to intercultural education and students' voice frameworks. Personal changes of the students, such as self-awareness and attention to others and to relationships, and group changes such as cohesion, were underlined, as well as changes extended to other actors--teachers, other students, staff, tutors, and other members of the community--creating collaborative relationships, solidarity, and mutual recognition. There were visible changes during the most active period in which projects were held, but sometimes impacts still endured and deepened afterwards. This stresses the relevance of youngsters' participatory projects engaged in intercultural processes and change.

This paper furthers current analysis of anti-racist, critical multicultural, and decolonial educational reforms in Brazil through a focus on the significant role played by post-racial ideology, black politics, and racial literacy in policy design and implementation. The paper first details the ways in which post-racial commonsense and anti-black racism have been central to the Brazilian social formation and continue to constitute crucial obstacles to fundamentally reshaping the curriculum, educational institutions, educators' racial literacy, and classroom pedagogies. The article then contends that understanding the politics of race and education in Brazil necessitates acknowledging emergent anti-racist policies and discourses as the product of decades of black political struggle by activists, educators, and community organizations to make racism and racial inequality public issues. In this way, the policy documents and discourses shaping recent educational reforms in Brazil should be understood as political interventions within a particular historical conjuncture and racial formation. Such an analysis reveals contemporary black Brazilian efforts in education as mobilizations that go beyond a "politics of identity," recognition and apolitical multiculturalism and towards building more transformative anti-racist and decolonial proposals that directly challenge the nature and effects of anti-black racism in society.

Purpose: The purpose of this paper is to examine parental and students' decisions regarding participating in K-12 level study abroad programs in Manitoba, Canada. Design/methodology/approach: The study reports on data collected through document analysis and semi-structured interviews with 18 international students and 14 parents. Findings: The findings suggest that the key factors influencing decisions are perceptions of enhanced career prospects, changing global environments and broadened post-secondary education choices. Country-specific factors include quality and safety of the learning environment, multiculturalism and reputation associated with the country and people. Research limitations/implications: The participants were primarily students and parents from the EU countries associated primarily with horizontal mobility. Experiences of students from the main sending countries (China, South Korea and Japan) might differ. Practical implications: The results are relevant to educational managers in designing high-quality international programs and recruitment agents. Originality/value: The study adds important empirical evidence to the limited research that has been conducted on study abroad experiences at the K-12 level. It is one of the first in the Canadian context. It provides unique perspectives in USA and Canada comparisons for study abroad of school-aged children.

This paper focuses on schools in the inner city of the Lisbon metropolitan area and a suburban neighbourhood located in the municipality of Sintra, where second generation Brazilian and Cape Verdean students adhere to different meanings of diversity and intercultural dialogue. Their experiences and interpretations were examined more closely through the use of several methods: (1) a multi-level questionnaire which was directed at both students and parents, (2) a compilation of qualitative statements provided by students and parents and (3) a collection of qualitatively analysed statements from teachers and school board members. The results indicate there is a wide divergence of attitudes and perspectives among the different actors, showing a disparity of perspectives when addressing intercultural education. The conclusions drawn indicate that promoting intercultural dialogue is not a one-way street, but requires the development of several intertwined strategies in each of these different contexts and communities. The observed practices of teachers, students, and administrators fell short of the expected policies incorporating intercultural education, indicating that the main barrier for educating these second generation youth is the lack of professional commitment and dialogue between teachers, students and families. Recommendations to foster high-quality intercultural education are identified.

We reflect on methodological issues arising in two of our own research projects as a form of practice, as a way of engaging in a praxis of project research. The projects chosen for this purpose are themselves concerned with teacher education and curriculum development in environmental education: they include participatory "reflective practice" processes in exploring issues relating to formal education in schools and informal education in communities and are grounded in the specific contexts of developing countries. We discuss issues in participatory research such as: (1) Whose research agenda gets to be explored?; (2) The importance of project partnerships; (3) Participants' preconceptions about the nature of research; (4) What is "rigor" in participatory research in environmental education?; (5) The Colonialist Dilemma: Avoiding the "package or perish" mentality; and (6) The Bigger Picture: Technocratic Rationality and Participatory Research. (Contains 2 notes.)

Background: Academics, teachers and policy-makers across the world have discussed how to develop a relevant physical education (PE) curriculum that addresses the "body education" needs and interests of twenty-first-century students. In Brazil, after the launch of the national curricular parameters (PCNs) in the late 1990s, many new PE curricula have emerged, some, such as the curriculum of the state of São Paulo (SP), claiming to be truly innovative in the promotion of the autonomous and critical individual. In 2006, SP, as the richest and most populous Brazilian State, convened several groups of specialists to design new curricula in all school areas, including PE. Curricula proposals always have a set of underpinning values and philosophies and the PE curriculum in SP seems to have enhanced its school function to beyond the sports restricted interests. Purpose: This article aims to examine the philosophical and pedagogical directions that support the new PE curriculum in SP. It asks on what concepts of "culture," "body" and "movement" the São Paulo physical education (SP/PE) curriculum is based; how the education of the autonomous individual is conceptualised and how the curriculum enhances the teaching of students' "body" practices. It also considers the ways in which autonomy is lived in an environment historically marked by social inequality. Research design: In reflecting on these questions this paper adopts the notion of one's own body as a "unit of meaning"). It also draws on concept of education as the development of a critique of reality as the basis for transforming it. It discusses "movement culture" (MC), a central idea in the SP/PE curriculum derived from these practices of critique and transformation, as well as the concept of "Sich-Bewegen," which emphasises "movement" as a proper expression of the individual. Conclusions: The traditional notion of being "physically educated" as proposed by Corbin has been superseded in the new curriculum. It appears that the SP/PE curriculum is challenging educators to address new key issues in their educational practices: to foster critical thinking about both the content and themes addressed by the PE curriculum; to consider cultural diversity whilst teaching; to move away from standardised proposals; and to enhance, in students, critical views of the MC content presented in the media, and thereby to encourage students to take into account the media thematic axis as a starting and an ending point for their educational practices.

"Language death" is an undeniable phenomenon of our modern times as languages have started to disappear at an alarming rate. This has led linguists, anthropologists, philosophers and educationists to engage with this issue at various levels in an attempt to try to understand the decline in this rich area of human communication and culture. In this article I refer to some interesting and innovative educational projects in the Amazon region of Brazil, which are revitalizing local languages, cultures and communities. I analyse these projects in the light of some of Paulo Freire's ideas, particularly his views on conscientization, praxis and contextualization, and will argue that these educational ventures might be viewed as useful templates for other countries and peoples seeking to reverse or avoid "language-culture" death. (Contains 1 note.)

This article represents the collaborative efforts of two college faculty, one in the USA and one in Australia, exploring notions of internationalization of colleges of education and research on multilingualism and teacher education. First, the paper presents experiences of interactions with international researchers in Mexico, Brazil, Germany, Austria, Italy, Finland and Australia. Second, it presents research of three overseas immersion language teaching and learning experiences pursued with teacher candidates from Australia in Indonesia, Korea and China. The article focuses on two questions: in what ways can teacher educators enhance their expertise to prepare teachers for multicultural teaching in a global context? How can teacher educators and institutions create contexts and experiences where teachers and prospective teachers develop their knowledge, skills and dispositions to teach from an international and multicultural perspective? In essence, how can faculty prepare teachers to internationalize curricula and effectively teach students, not only from different ethnic groups and cultures but also different nations and languages?

This paper reports results obtained in pedagogical interventions in a Brazilian public high school which aimed at promoting a dialogue between scientific and traditional knowledge in the context of biology teaching. The interventions were based on the use of a didactic material and teaching sequence elaborated on the grounds of school knowledge about botany, as presented in biology textbooks, and interviews with students who were also farmers, so as to gather data about their ethnobiological knowledge. Our goal was to develop and test resources that can offer support for teachers who wish to build a dialogue between different ways of knowing in multicultural settings. Our results indicate that the use of the didactic material and teaching sequence indeed created possibilities for a dialogue between the students' ethnobiological knowledge and biology school knowledge. We observed some shortcomings in classroom practice, partly reflecting our very choice of subject matter to develop the teaching sequence. But the interventions also revealed important limitations that we regard as representative of problems that may generally make multicultural science teaching a hard goal to achieve. It was clear that important shortcomings were related to teachers' difficulties to conduct a dialogue between ways of knowing in a science classroom, and, thus, called attention to the importance of introducing a multicultural dimension into teacher education. We also observed that the fact that students did not show much sensitivity towards dealing with cultural diversity was a factor constraining the success of the interventions. These results highlight the importance of proposing and testing teacher education initiatives aiming at preparing them to teach science in a culturally sensitive manner, and also managing classroom tensions and conflicts so as to make it possible an effective dialogue between different ways of knowing in a multicultural setting.

This paper reports on a small-scale pilot study undertaken at a secondary school in England, exploring how children learn about and construct distant places. Using drawings, concept mapping and interviews, the research examines the process of learning about Brazil over a period of formal learning, and how teaching and resources influence constructions of place. Findings suggest that children initially deploy stereotypes when they imagine and construct distant places, for example, generic images and understandings of poverty and rural living. The research suggests that during the learning process and the construction of distant place(s), these stereotypes diversify to binary contrasts between self and other, and between different aspects of distant places, for example, urban rich and urban poor. The research goes on to discuss the importance of encouraging children to view places in terms of continuum, continuity and diversity, rather than in terms of difference and contrast. The importance of understanding how constructions of place are socially and culturally derived and the role of educators in encouraging students to critically engage with images of places are emphasised. (Contains 10 figures.)

Education for Global Citizenship (E4GC) offers many opportunities to explore spirituality and a sense of how one fits into the world at a range of levels. Beyond the Curriculum Boundaries is a project that enables student teachers to consider E4GC alongside issues of multiculturalism, antiracism and democracy education, with a strong focus on religious education and geography. This paper outlines the ethos behind the project, identifies key elements and themes, appraises student responses, and evaluates key learning points. Student teachers respond to the module in a variety of ways that inform their learning and teaching, and development takes place on both personal and professional levels: as the project has developed the awareness of children's worldviews and the sense of interconnectedness with others has grown, adding an increasingly spiritual dimension to learning. This article argues that E4GC provides an effective vehicle for supporting the often-overlooked spiritual dimension of children development. (Contains 1 note.)

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Considers whether Freire's problem-posing teaching methods are appropriate in the United States. Examines student-centered approaches in the context of differences between Brazil and North America, particularly cultural pluralism. (SK)

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Brazilian mental health care reform understands mental health as a complex social process. There is a large literature production within the country focused on deinstitutionalization policy, social determinants of mental health and human rights, however, with little recognition beyond Latin American borders. In addition, cultural dimensions of mental suffering have been neglected in Brazilian debates which limits an expanded understanding of health care and users' inclusion. This paper aims to discuss the role of cultural determinants in mental health care in Brazil. We followed a patient in the city of Rio de Janeiro who opted for therapy based on her religious beliefs—using ayahuasca in the context of the Afro Brazilian religion of Umbanda—over the treatment-as-usual in mental health. We draw on the notions of autoatención (self, domestic, and group-care in lay contexts) and medical landscapes to examine how therapeutic negotiations reflect embodied cultural traits and both social and political determinants shaping therapeutic spaces. We argue that recognizing sociocultural differences and therapeutic negotiations are key elements in making a more inclusive health practice. Moreover, this recognition enables identifying and reasoning the broader social processes framing health practices. This debate is relevant to the Brazilian mental health context and to other scenarios, especially those where local and global knowledge and practices in mental health are entangled. [ABSTRACT FROM AUTHOR]

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Brazil is the largest and most influential country in South America with a population of about 211 million. The reality is a country with a wide gap between rich and poor. Many of its issues of (in)equity are related to a complex mix of factors, such as its large population, ethnic and cultural diversity, class and income disparity, late slavery abolishment, unstable democracy and political governance. At a national level, the former Brazilian government attempted to address the challenges outlined above by passing new legislation in 2007 that expanded the services and scope of the federal universities, particularly in respect to increasing access to tertiary education and providing increased support and infrastructure for people of middle- and low-income families. In this paper we analyse a PETE programme offered at one university in the Brazilian Northeast in response to changes introduced as a result of the 2007 legislation. Drawing on the perspectives of graduates from this programme, we examine how they see the complexity of social justice and equity issues from their experience in the course. Data were generated through focus group and individual interviews with former students. We supplemented this with document analysis of key policy and curriculum artifacts produced by the programme, and consultation with professors from the course to better understand the former students' experiential dynamics. Each participant expressed a strong affinity for and orientation towards social justice as an integral aspect of school physical education. The curricular restructuring enables students to engage with a broad range of content underpinned by ethical, political, aesthetic, epistemological, pedagogical and theoretical-methodological principles. We consider that this curricular orientation seeks to meet the regional and local needs so that future physical education teachers, in turn, intervene with a more critical socio-cultural perspective in their teaching. [ABSTRACT FROM AUTHOR]

Biocultural diversity (BCD), denoting the 'inextricable link' between biological and cultural diversity, has traditionally highlighted the coevolution between highly biodiverse regions and the ethnic–linguistic diversity of indigenous communities. Recently, European researchers have relaunched BCD as a conceptual foundation for urban greenspace planning capable of overcoming challenges of the ecosystem services paradigm. However, the methodological foundation for this particular approach to 'urban BCD' is still in its infancy, obscuring precisely how the framework is an advancement for studying different urban residents' experience of and connectedness to nature and biodiversity. In this paper, we further develop the urban BCD concept by using the culturally and biologically diverse city of Rio de Janeiro, Brazil as a 'critical case'. First, we employ qualitative field methods to investigate manifestations of human–nature relationships in the favela (informal settlement) of Rocinha and the neighbouring Tijuca Forest. Second, we reflect on how the urban BCD framework and methodology emphasise i) interrelationships, ii) varied group values and iii) participation, and iv) are sensitising and reflexive. Our findings challenge the 'usual' narrative about favelas as places of environmental degradation and disaster risk, revealing BCD and nature connectedness that are as related to popular culture, fitness ideals and citizen-building, as to traditional livelihoods and spiritual beliefs. Departing from interrelationships, BCD can portray aspects that a narrow focus on 'services' and 'disservices' cannot, but attention should be paid to how operationalisation risks perpetuating ecosystem services thinking. Nevertheless, we identify promising avenues for its use in highly diverse cities with unequal access to natural areas. [ABSTRACT FROM AUTHOR]

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Diversity is one of the major characteristics of Brazil and all South America. This paper presents an overview of the current situation of the education of speech and language pathologists (SLP) and audiologists in Brazil and in several other countries of South America. This paper also discusses the main challenges shared by these countries. The discussion is focused on the mutual interferences between education and the areas of professional practice, cultural diversity and continued education. There are many emerging issues about the education of SLP and audiologists in South America. The suggested conclusion is that, despite the many differences, the South American SLP and audiologists’ education would benefit from joint efforts and collaborative experiences. Copyright © 2010 S. Karger AG, Basel [ABSTRACT FROM AUTHOR]

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Infrastructure projects like roads and hydroelectric dams are meant to help achieve national economic development goals in Brazil and the Amazon. In the case of hydropower dams, they have a very specific goal: that of producing energy from water sources. Unfortunately, that objective is frequently associated with environmental and social damages that result from the construction of dams. In the Amazon these damages are more serious in terms of the impacts on biological and cultural diversity. The research for this paper is based on 5 years of study by an interdisciplinary team using survey and ethnographic methods, both qualitative and quantitative. This history is repeated frequently, and it becomes necessary to ask what types of changes would be necessary to hydropower projects to begin to have social and environmental positive results. This paper explores the causes of the problems posed by dams and suggests solutions in the process of approval, construction and operation of hydropower dams that could lead to better outcomes for the common good of society. [ABSTRACT FROM AUTHOR]

This article intends to contribute to the line of studies that critically addresses diversity management, bringing the Brazilian experience into the discussion. It aims to demonstrate how large Brazilian companies and transnational corporations operating in the country have been recycling the idea of race in order to cope with the greatest politicisation of debates on the racial issue within the Brazilian public sphere since the late twentieth century. This phenomenon is related to changes in the political actions of the black movement in Brazil, which since the same period has been absorbing the new socio-political agenda existing within the global network of anti-racism advocacy. This is an agenda in which two purposes have a central importance: the battle against racial inequality and the demand for affirmative action policies. The data presented in this paper are part of broader research in which, by means of the biographical method and the ethnographic fieldwork, the social trajectories and career paths of two generations of Brazilian black executives were analysed. [ABSTRACT FROM AUTHOR]

In this paper, we analyse the patterns and trends of horizontal inequality and ethnic diversity in Brazil in the past 30 years and their effect on the quality of the country’s institutions. Using data from the last four demographic censuses (1980, 1991, 2000, and 2010), we estimate numerous measures to analyse inequalities between different ‘ethnic’ groups. Our results show that, in Brazil between 1980 and 2010, the trend toward greater equality shown in other analyses of vertical inequality, is also found in terms of horizontal inequalities along racial, gender, and regional lines. Nevertheless, horizontal inequalities in terms of race and gender, in particular, remain pronounced. Ethnic diversity regarding race and religion has increased since 1980. Through our regression analysis, we note that both horizontal inequality and ethnic diversity negatively affect the institutional quality of Brazilian municipalities. [ABSTRACT FROM AUTHOR]

The World Report on Disability has resulted in major shifts in healthcare policy in different national scenarios. The current paper seeks to elucidate some of the changes regarding communication sciences and disorders with the ultimate goal of improved service delivery for persons with communication disabilities in Brazil. The inherent national diversity presents major challenges to both planning and service delivery. The task of identifying under-served populations and the specific barriers to access to services and resources is not straightforward, particularly given that 200 million people reside in an area of over 8.5 million km2. To address this need, changes have already been implemented, namely increased participation of professional and scientific associations related to communication sciences and disorders. Wylie, McAllister, Davidson, and Marshall (2013) offered a provocative analysis in their recent paper and their positions are further discussed within the current document. The bio-psycho-social model of disability should be the foundation for both public agencies and the academy to enhance this area of concern in research, professional training, and service delivery. The real challenge seems to be providing services with the appropriate level of complexity and specialization required for each unique scenario. [ABSTRACT FROM AUTHOR]

Based on the theoretical works of Amartya Sen and Celso Furtado on the relationship between culture and development, this paper aims to examine the relevance of cultural policy for the development of creative industries in Brazil and identify the main obstacles to the formulation and implementation of cultural policy related to Brazilian creative industries. The central argument indicates that culture expands human freedoms when it admits alternative solutions to social problems by leveraging talent and resources of each country. When cultural policy stimulates creative industries, it brings the possibility of consolidating regional and national identities, promoting cultural diversity and a more democratic access to cultural goods and services, and generating income and job opportunities as a socioeconomic inclusion factor. However, Brazil still lacks the continuity of cultural policies related to creative industries and suffers from financial constraints, the deficiency of technical staff and clientelistic relationships that result in greater dependence of creative professionals on Brazilian Government members. [ABSTRACT FROM AUTHOR]

"The Power of Museums" was the General Conference on the central theme of the International Council of Museums (ICOM) in 2022 (Prague). This article aims to discuss the ability of ethnographic collections to combat prejudice and promote freedom, cultural diversity, religious diversity, and democracy, among other aspects of human rights. Here, we propose a theoretical reflection on the power of museums, considering the context of the decolonization of ethnographic collections in Brazil. To illustrate the discussion, we briefly present two recent cases in the country that refer to the appreciation of indigenous, religious, and cultural diversity. The first is related to a photographic collection of indigenous peoples that is part of the Museu Paranaense (MUPA) collection in Curitiba (southern Brazil). The second case involves collections from a group of people who descend from enslaved people and members of Terreiros de Umbanda and Candomblé in the city of Rio de Janeiro (southeastern region), which is now preserved at the Museu da Republica. For this purpose, we present a brief context on the historical development of Brazil, its contemporary museum universe, and Associação Brasileira de Antropologia's initiative to map ethnographic collections in Brazil. Both cases reveal experiences of decolonizing ethnographic collections with the direct involvement of the associated communities. These cases demonstrate how it is possible to deconstruct collections shaped within colonialist and prejudiced perspectives by presenting new narratives that appreciate cultures that were previously. [ABSTRACT FROM AUTHOR]

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Based on news of the rape of a 9-year-old child at Bororó village, located in the city of Dourados, State of Mato Grosso do Sul, Brazil, this paper discusses how the cultural diversity of indigenous peoples is textualized in MS Record, the local TV news program. Supported by the French Line of Discourse Analysis and the study of social practices, this research analyzes how the television media, when questioning some aspects of the indigenous cultural identity through its supposed uniqueness and legitimacy, strikes out at the human rights and diversity, mostly contesting "privileges" given to indigenous people. Among the power relations inherent to the journalistic discourse and the historicity of the analyzed event, there is a effacement of the crime itself in relation to the (lack of) indianity. Ultimately, there is a dissemination of a prejudiced and discriminatory discourse towards them, particularly about how the courts and Brazilian indigenous protection organizations understand their own native people. [ABSTRACT FROM AUTHOR]

The paper discusses national and global interactions from Orphans of a Nation (Órfãos da Terra, Globo, 2019), a Brazilian telenovela that approaches the refugee drama and proposes a new logic in the offering of long-form TV fictions on Video on Demand systems. It is argued that telenovela’s format seeks to keep the centrality in the Brazilian audiovisual scene by investing on fusing melodramatic narratives with contemporary technologies and imaginaries shared around the globe. Reflecting this dialogical relationship, the Brazil of Orphans of a Nation embodies the refuge – where the national identity is supported by cultural diversity. [ABSTRACT FROM AUTHOR]

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This paper is intended to discuss what counts as musical knowledge in the context of two countries: Spain and Brazil. In Spain, issues concerning cultural diversity in schooling have led us to investigate how both teachers and students conceive the value of different musics in educational contexts. In Brazil, the recent Law 11.769/2008 made music a compulsory subject in schools. Since then, there have been increasing discussions about which music(s) should be considered valid to be taught, and how it can be implemented in different levels of schooling. We are going to address these topics considering the idea that music education can help to shape, perpetuate, legitimate and modify ideologies concerning the value of music. Thus, we claim the importance of opening up musical curricula and incorporating different musics in schooling as a means to construct musical realities in these countries and deconstruct dominant ideologies concerning musical values and meanings. Such concepts will be analyzed according to Green's (1988) theory aiming to celebrate musical practices in order to readapt the function of music education to the social contexts these countries demand. [ABSTRACT FROM AUTHOR]

While gender mainstreaming strategies are promoted by major international organizations and national governments, a growing literature has reported critiques. This paper focuses on gender mainstreaming strategies as one aspect of a project implemented in Brazil and discusses the effects of the strategy in three urban areas. The analysis suggests that implementation practices can be key to increasing positive gender outcomes. [ABSTRACT FROM PUBLISHER]

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Copyright of Cuadernos del CILHA is the property of Universidad Nacional de Cuyo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this paper is to discuss cultural studies, depicting art, history and culture conceptions, taking as reference the cultural studies of Raymond Williams (1972), Stuart Hall (2002- 2009), Homi Bhabha (1998), Tomaz Tadeu da Silva (2000), Walter Benjamin (1985) and the debate among Jean-Claude Forquin (1993), Fernando Hernandez (2000), Philippe Perrenoud (2000), Jean- Pierre Pourtois (1999), Huguette Desmet (1999) and Gaston Bachelard (1962) amid others, crisscrossing them with the discourse analysis of Efigenia Rolim's (born 1931) life and work. This Brazilian artist from Minas Gerais State discovered herself as an artist when she was 60 years old, creating stories and objects from garbage and candy wrapping. From her humble country life to the streets of Curitiba city, she built her way as a performer, creating the persona Efigênia, a poet, a storyteller, an artist who shares the space of squares, schools and museums with melodies, clothing, sculptures and performances by discussing, in a playful and unusual way, universal and complex issues of post-modernity. The artist stated her work as art, a kind of art that her discourse wanders, in large squares and museums. Her work merges into others arts and is object of researching studies, such as an awarded film, papers, articles and publications from diverse fields. Nowadays, aged 80, with the strength and beauty of maturity, she finds space to claim the creation of the Candy Wrapping Alive Museum's, a "ghetto" museum. Efigenia Rolim receives the Medal of the Order of Cultural Merit, in 2008, due to her work and performance, alongside national and foreign personalities who have distinguished themselves in culture. Facing exclusion and poverty, from a marginalized situation to a respected position, Efigenia Rolim's work, sculptural and ephemeral, troubadour and theatrical, reincorporates contemporary subjectivity and teaches about culture, education and humanities. This research reveals that the boundaries amongst history, art and the life of the artist are fused with the complex postmodern world. The present study also draws a visualization to contemporary identities; in those, art, education and curriculum are combined, as well as an appropriate view to our diverse context: a multicultural and multifarious contemporary world. [ABSTRACT FROM AUTHOR]

Copyright of Journal Public Administration & Social Management / Administração Pública e Gestão Social is the property of Administracao Publica e Gestao Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)