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Copyright of Palabra Clave (1666-2938) is the property of Universidad Nacional de La Plata 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.)

Copyright of Cadernos de Gestão Pública e Cidadania is the property of Fundacao Getulio Vargas, Escola Brasileira de Administracao Publica e de Empresas 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.)

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]

Copyright of Eccos - Revista Científica is the property of Eccos - Revista Científica 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.)

Copyright of Revista Arqueologia Pública is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos 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.)

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]

"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]

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.)

For a long time within the history of education, it has been assumed that science classrooms are homogeneous spaces, constituted with the prevailing conception that only scientific culture can be represented. At the same time, Latin America is characterized by being a region with enormous biological and cultural diversity, with an invaluable biocultural heritage. Building on an interpretative hermeneutical analysis of science teachers' discourses from Brazil and Colombia, we explore the potential of science education to engage with the cultural diversity in science classrooms through the lens of Freire's concept of dialogue. Developing the concept of intercultural dialogue, we identify the teachers' conceptions about the nature of science (NOS), and how they perceive the relationship between scientific and nonscientific knowledge that students bring with them in the process of science teaching and learning. This approach denotes potential tensions and challenges to incorporating and interpreting different knowledge, but it is a necessary process in the development of an emancipatory intercultural, non-dualist, nonhierarchical education. [ABSTRACT FROM AUTHOR]

Copyright of Comunicação e Sociedade is the property of Universidade do Minho, Centro de Estudos de Comunicacao e Sociedade 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.)

Copyright of Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem 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.)

Copyright of International Journal of Education & Health (IJEH) / Revista Internacional de Educação e Saúde is the property of Revista Internacional de Educacao e Saude 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.)

Copyright of Etnográfica: Revista do Centro de Estudos de Antropologia Social is the property of Centro em Rede de Investigacao em Antropologia 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.)

Copyright of Brazilian Journal of Management / Revista de Administração da UFSM is the property of Brazilian Journal of Management / Revista de Administracao da UFSM 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.)

Copyright of Palabra Clave (1666-2938) is the property of Universidad Nacional de La Plata 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.)

Background: Traditional fishing communities are strongholds of ethnobiological knowledge but establishing to what degree they harbor cultural consensus about different aspects of this knowledge has been a challenge in many ethnobiological studies. Methods: We conducted an ethnobiological study in an artisanal fishing community in northeast Brazil, where we interviewed 91 community members (49 men and 42 women) with different type of activities (fishers and non-fishers), in order to obtain free lists and salience indices of the fish they know. To establish whether there is cultural consensus in their traditional knowledge on fish, we engaged a smaller subset of 45 participants in triad tasks where they chose the most different fish out of 30 triads. We used the similarity matrices generated from the task results to detect if there is cultural consensus in the way fish were classified by them. Results: The findings show how large is the community's knowledge of fish, with 197 ethnospecies registered, of which 33 species were detected as salient or important to the community. In general, men cited more fish than women. We also found that there was no cultural consensus in the ways fish were classified. Conclusions: Both free-listing and triad task methods revealed little cultural consensus in the way knowledge is structured and how fish were classified by community members. Our results suggest that it is prudent not to make assumptions that a given local community has a single cultural consensus model in classifying the organisms in their environment. [ABSTRACT FROM AUTHOR]

Brazilians are a growing immigrant population in the United States and there is a lack of interventions to promote healthful energy balance-related behaviors (EBRBs) and prevent obesity among Brazilian preschool-age children. To develop needed interventions, information is required about parents' perceptions of the importance of EBRBs and where they obtain information about these behaviors. To assess Brazilian immigrant parents' perception of the importance of EBRBs and information sources they use to support their preschool-age children's healthful EBRBs. Cross-sectional survey. Fifty-two immigrant parents, most classified as having low acculturation, participated. In total, about 20–50% of parents perceived the six examined EBRBs as being extremely important. Parents reported that pediatricians, nurses, and WIC professionals were their primary sources for information about EBRBs. Increased health education on the importance of EBRBs is needed. Health educators can facilitate linguistic and culturally sensitive communication, education, and provide guidance to parents on how to foster the development and maintenance of their preschool-age children's healthful EBRBs. Bicultural, bilingual health educators can help raise awareness, facilitate communication, provide education and guidance to Brazilian immigrant parents about the importance of children's healthful EBRBs in the prevention of obesity. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) [ABSTRACT FROM AUTHOR]

Copyright of Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem 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.)

In this work we aimed to examine the reliability and validity of a trait scale on emotional meta-cognition in a large number of subjects (> 11, 000 adolescent students) from a private school network in Brazil. Following up previous validation of the same scale in Europe, we proceed a cross-cultural work in order to analyze its feasibility in assessing the interpersonal emotional intelligence. The study was proceeded during the 2017 academic year, in São Paulo, Brazil. The process included translations and peer content validation of all items from original scale, pilot study in a small sample and the broad survey hereby reported. We, then, proceeded a internal consistency measurement and a factorial analysis, both exploratory and confirmatory. Once the analyses have been carried out we compared emergent dimensions raised from the present research to the original ones, validating the instrument in its majority for the measurement of emotional intelligence in a new cultural set, as well as elucidating subtle differences seen in few items. Considering the sample size, subject cultural diversity and items loads in each factor, we conclude the scale used is an useful tool for mapping the perceived emotional intelligence in Brazilian adolescents, which encourages self-knowledge and informs of the needs in emotional competencies and self-development. [ABSTRACT FROM AUTHOR]

Pedagogical studies – related to teaching didactics and methodologies – are fundamental in the globalized world, especially in the complex field of comparative education (Morin, 1999. Os sete saberes necessários à educação do futuro. Cortez). Exchanges of knowledge from applied educational practices, coupled with their underlying foundations, can produce resonances for the broad understanding and improvement of educational actions. We reaffirm the validity of sharing formative experiences at different levels of analysis for the development of physical education teacher education (PETE), in association with symbols and social values related to the nature of teaching work with the images and deep psychological processes. From the complexity in the articulation of different epistemological bases, the grounded Freirean perspective contributes to understanding the subjective aspects of teaching in PETE [ABSTRACT FROM AUTHOR]

Cowan's book should be read because it does show that the Religious Right was created by coalitions involving US and Brazilian conservatives; it should also be read because it models a transnational methodology towards which historians must continue to move. Yet, Cowan is correct in pointing out that it is in the years of the Brazilian dictatorship that the power of Brazilian Evangelicals emerged to unprecedented levels - and it did so partially as a result of the pro-dictatorship initiatives of Brazilian Evangelicals and the strengthening of conservative, US-Brazil theopolitical coalitions. For Cowan, the US-supported dictatorship in Brazil (1964-85) and the simultaneous consolidation of Evangelical political organisation in the US provided a crucial immediate context for the development, strengthening and expansion of a transnational religious Right - whose power is felt today in the US, Brazil and beyond. [Extracted from the article]