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The present work is the result of research that aimed to understand the reality of the implementation of content on the history and culture of Africa and Afro-Brazilians, in the Pedagogical Course Projects, in-person Licentiate degrees, at the JK Campus, at the Federal University of Vales do Jequitinhonha and Mucuri, in the following courses: Biological Sciences, Physical Education, Geography, History, Letters, Pedagogy and Chemistry. We verified in the curricular matrices of the signposted courses, among them, which have contents and disciplines that dialogue with themes related to Education for Ethnic-Racial Relations, above all, which aim to meet the resolutions of Resolution CNE / CP no. 02/2015? This social research, of a qualitative nature, of documentary type, analyzed and collected data in the Pedagogical Course Projects (PPCs). We seek to access these documents through the UFVJM website and web pages of the respective courses analyzed. After analyzing the data, we consider that the face-to-face undergraduate courses of the Licenciaturas, at Campus JK, at UFVJM, partially meet the resolutions of Resolution CNE / CP n° 02/2015, in addition to the anti-racist legislation: Federal Law n°. 10.639 / 03 and Federal Law no. 11,645 / 08. We believe that there is a long way to effectively implement anti-racist education in the curriculum of training courses for future professionals of basic education, graduates of this institution of higher public education, inserted in the region of Vale do Jequitinhonha, State of Minas Gerais. [ABSTRACT FROM AUTHOR]

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In order to identify the knowledge and sources of information about rabies and to assess a community education program, an intervention study for people living in Huambo municipality was conducted during the years 2008-2009. The research was carried out in three stages: knowledge diagnosis, intervention implementation and intervention evaluation. The knowledge regarding rabies was explored through a structured questionnaire about sources of information and issues related to prevention, transmission and clinical manifestations of the disease. It was applied in the first and last stages to 350 persons. The results allowed establishing that the basic sources of information were radio and television (96,6% and 69.1% respectively) and only 7.7% said they obtained information in schools. Knowledge levels were insufficient in 86.9% of the persons interviewed and the weakest aspects were related to prevention and clinical manifestations. After intervention, the level with insufficient knowledge decreased in 25.4%, and regular and well assessments increased. It is emphasized the need to continue increasing knowledge to increase public awareness regarding the potential risk of rabies mainly in schools. The insertion of this subject into science content of the local elementary school educational program was proposed in order to establish a continuing education program on rabies. [ABSTRACT FROM AUTHOR]

Copyright of Migraciones is the property of Universidad Pontificia Comillas, Instituto Universitario de Estudios sobre Migraciones 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.)

African cinemas arose in the 1960s in concert with the movements of national independence and liberation. Due to the continent's particular circumstances, the filmmaker came to serve the function of educating his compatriots, appropriating thereby the figure of the griot and moving toward the concept of the «griauteur». Making use of the cinematic medium and esthetic practices grounded in ethical praxis, directors such as Abderrahmane Sissako, Jean-Marie Teno, Haile Gerima and Mahamet-Saleh Haroun call cultural, social, and political realities into question, provoke reflection on the part of the spectator, and illuminate possible avenues of liberation for men and for women. Constrained by the exigencies of their specific historical circumstances, these directors have risen to become privileged negotiators both within their own societies and in the panorama of global cinema, taking their cue from such pioneers as Sembene Ousmane, Souleymane Cissé, and Djibril Diop Mambety. [ABSTRACT FROM AUTHOR]