Co-option, Cultural Resistance, and Afro-Brazilian Identity: A History of the "Pagode" Samba Movement in Rio de Janeiro

1996 ◽  
Vol 17 (2) ◽  
pp. 120 ◽  
Author(s):  
Philip Galinsky
Keyword(s):  
Rio De Janeiro ◽  
Cultural Resistance ◽  
History Of ◽  
Brazilian Identity ◽  
Afro Brazilian

The Prehistory of Samba: Carnival Dancing in Rio de Janeiro, 1840–1917

1996 ◽  
Vol 28 (1) ◽  
pp. 29-47 ◽  
Author(s):  
John Charles Chasteen
Keyword(s):  
Twentieth Century ◽  
Rio De Janeiro ◽  
Modern Dance ◽  
Social Meaning ◽  
The Social ◽  
Social Dances ◽  
Brazilian Identity ◽  
Afro Brazilian

AbstractRio's pre-Lenten carnival and its Afro-Brazilian dance, samba, have been symbols of Brazilian identity since the 1930s. This article explores the choreographical antecedents of samba, before the crystallisation of the modern dance genre with that name, highlighting the importance of earlier social dances in the evolution of the twentieth-century symbol. It traces the development of carnival dancing in Rio de Janeiro from the time when few danced, through the long reign of the polka, to the emergence of generalised carnival street dancing around 1889. A modified view of the roots of samba has interesting implications for on-going debates on the social meaning of Brazilian carnival.

Afro-Catholic Baptism and The Articulation of a Merchant Community, Agoué 1840–1860

2015 ◽  
Vol 42 ◽  
pp. 165-201 ◽  
Author(s):  
Luis Nicolau Parés
Keyword(s):  
Early Period ◽  
West African ◽  
Northern European ◽  
History Of ◽  
Brazilian Identity ◽  
Main Activity ◽  
The Town ◽  
Significant Mass ◽  
Merchant Community ◽  
Afro Brazilian

AbstractThis paper analyzes the “Southern” Afro-Brazilian Catholicism which was brought to West Africa by former slaves from Brazil prior to the expansion of the “Northern” European Catholic missions. In examining two significant mass baptisms held in the town of Agoué in 1846 and 1855, this paper explores the religious history of the Aguda or Afro-Brazilian freed slaves, and how they built a network of ethnic, commercial, and affective relationships by means of Catholic baptism and godparenting. The Aguda’s Catholic affiliation (rather than conversion), beyond being coextensive with Brazilian identity, served to produce a merchant community whose main activity, in the early period, was the slave trade. The paper also discusses the methodological potential of cross referencing and fertilizing West African data with Bahian data in order to elucidate how the returnees’ appropriation of Catholic ritual was shaped by their previous Brazilian experience.

scholarly journals Brasil – África: a formação docente para o ensino de história e cultura afro-brasileira e africana como estratégia de uma educação antirracista (Brazil – Africa: the teacher training for the teaching of Afro-Brazilian and African history and culture as a strategy for antiracist education)

2020 ◽  
Vol 14 ◽  
pp. 3372087
Author(s):  
Delton Aparecido Felipe
Keyword(s):  
Teacher Training ◽  
Rio De Janeiro ◽  
Black Population ◽  
Sao Paulo ◽  
African History ◽  
São Paulo ◽  
Antiracist Education ◽  
History Of ◽  
The Impact ◽  
Afro Brazilian

The present article aims problematize strategies to effect an antiracist education in the classroom, in accordance with the assumptions of Law 10.639 / 2003, for this we report the results of the Brazil - Africa extension course: Possible Dialogues in Basic Education, carried out at the State University of Paraná - Campo Mourão (Brazil). The course was organized in two moments, the first that we titled from Ten years of Law 10.639 / 2003 - stories to tell; the second from Brazil-Africa: possible relations. We had sixty-four participants enrolled, mostly teachers of the history discipline. During the extension event, we tried to elaborate antiracist strategies for the teaching of Afro-Brazilian and African History and Culture, it was possible to construct an argument for teachers to recognize the existence of racism and its functioning in Brazilian society, problematizing the impact of the said law in schools and the importance of working the history of Africa to deconstruct the stereotyped conceptions about the African black population and its descendants in Brazil. We conclude that this course made possible the amplification of the knowledge about the history of the black population, besides offering subsidies for the accomplishment of an education that would combat the racist practices present in the current society.ResumoO presente artigo tem como objetivo problematizar estratégias para efetivar uma educação antirracista, em sala de aula, em conformidade com os pressupostos da Lei 10.639/2003. Para isso relatamos os resultados do curso de extensão “Brasil – África: Diálogos Possíveis na Educação Básica”, realizado na Universidade do Estado do Paraná – Campus de Campo Mourão. O curso foi organizado em dois momentos, o primeiro que intitulamos de Dez anos da Lei 10.639/2003 - histórias para contar; o segundo de Brasil-África: relações possíveis. Tivemos sessenta e quatro participantes inscritos, em sua maioria professores e professoras da disciplina de história. No decorrer do evento de extensão buscamos elaborar estratégias antirracistas para o Ensino de História e Cultura Afro-Brasileira e Africana, foi possível construir uma argumentação para que os docentes reconhecessem a existência do racismo e seu funcionamento na sociedade brasileira, problematizando o impacto da aprovação da referida lei nas escolas e a importância de trabalharmos a história da África para desconstruir as concepções estereotipadas sobre a população negra africana e seus descendentes no Brasil. Concluímos que esse curso possibilitou a ampliação dos conhecimentos sobre história da população negra, além de oferecer subsídios para a efetivação de uma educação que combata as práticas racistas presente na sociedade atual.Palavras-chave: Lei 10.639/2003, Formação docente, Educação antirracista.Keywords: Law 10.639/2003, Teacher training, Antiracist education.ReferencesADICHIE, Chimamanda. O perigo da história única. 2009, disponível in: http://www.ted.com/talks/lang/por_pt/chimamanda_adichie_the_danger_of_a_single_story.html, acesso em 09/01/2019ALBUQUERQUE, Wlamyra R. de; FRAGA FILHO, Walter. Uma história do negro no Brasil. Salvador: Centro de Estudos Afro-Orientais; Brasília: Fundação Cultural Palmares, 2006.ALMEIDA, S. O que é racismo estrutural? – Coleção Feminismos Plurais, Editora Justificando, São Paulo: 2018.BOGDAN, Roberto C.; BIKLEN, Sari Knopp. Investigação qualitativa em educação. Porto: Porto Editora, 1994.BRASIL. Lei nº 10.639, de 9 de janeiro de 2003. Altera a Lei nº 9.394, de 20 de dezembro de 1996, que estabelece as dire-trizes e bases da educação nacional, para incluir no currículo oficial da rede de ensino a obrigatoriedade da temática “História e Cultura Afro-Brasileira”, e dá outras providências. Diário Oficial da União, Brasília, DF, 10 jan. 2003.BRASIL. Ministério da Educação. Diretrizes curriculares nacionais para a educação das relações étnico-raciais e para o ensino de história e cultura afro-brasileira e africana. Brasília, MEC/Secad, 2004.CAVALLEIRO, Eliane. Educação anti-racista: compromisso indispensável para um mundo melhor. In: CAVALLEIRO, Eliane. (Ed.). Racismo e anti-racismo na educação: repensando a escola. São Paulo: Selo Negro, 2001. p. 141-60.DOMINGUES, Petrônio. Movimento negro brasileiro: alguns apontamentos históricos. Tempo [online], Rio de Janeiro, v.12, n. 23, p. 100-122, 2007.FELIPE, Delton Aparecido. A presença negra na história do Paraná (Brasil): a memória entre o esquecimento e a lembrança. Revista de História da UEG, v. 7, n. 1, p. 156-171, 2018.FERRAÇO, Carlos Eduardo. Eu, caçador de mim. In: GARCIA, Regina Leite (Org.). Método: pesquisa com o cotidiano. Rio de Janeiro: DP&A, 2003. p. 157-175.FERRO, Marc. História vigiada. São Paulo: Martins Fontes, 1989.GOMES, Nilma Lino. Panorama de Implementação da Lei nº10.639/2003: Contribuições da Pesquisa Práticas Pedagógicas de Trabalho com Relações Étnico-raciais na Escola. In: SILVA, Tatiana Dias; GOES, Fernanda Lira. Igualdade Racial no Brasil: Reflexões no Ano Internacional dos Afrodescendentes. Brasileia: Ipea, 2013.LOVEJOY, Paul. A Escravidão na África – Uma História de suas Transformações. Rio de Janeiro: Civilização Brasileira, 2002.MATTOS, Hebe Maria. O ensino de História e a luta contra a discriminação racial no Brasil. In: ABREU, Martha; SOIHET, Rachel (Org.). Ensino de História: conceitos, temáticas e metodologia. Rio de Janeiro: Casa da Palavra, 2003, p. 127-136.MUNANGA, Kabengele. Rediscutindo a mestiçagem no Brasil: identidade nacional versus identidade negra. 3ed. Belo Horizonte: Autêntica, 2008.PÉREZ, Carmen Lúcia Vidal. Cotidiano: história(s), memória e narrativa. Uma experiência de formação continuada de professores alfabetizadoras. In: GARCIA, Regina Leite (Org.). Método: pesquisa com o cotidiano. Rio de Janeiro: DP&A, 2003. p. 97-118SILVA, Alberto da Costa e. A África explicada aos meus filhos. Rio de Janeiro: Agir, 2008.e3372087

The Vaccine Revolt of 1904, Rio de Janeiro, Brazil

2021 ◽  
Author(s):  
Henrique Cukierman
Keyword(s):  
Working Class ◽  
Rio De Janeiro ◽  
Due Process ◽  
Smallpox Vaccine ◽  
Women's Bodies ◽  
Women's Voices ◽  
The Public ◽  
The People ◽  
History Of ◽  
Black Poor

A review of the literature on the Vaccine Revolt shows that it continues to be treated in an overly simplistic manner as a “structure” subjected to some form of regulation, from which its dynamics can be explained and its “root causes” identified. It is possible to forge a new, more cautious historiographical path, seeking to view this “structure” as a rhizome, as a loosely connected ensemble that exists under unstable circumstances whose precarious (dis)order cannot be grasped in its complexity by a reductionist analysis. Another historiographical approach that can shed new light on the popular revolt of 1904 situates it in the context of its links to the history of the smallpox vaccine and its diffusion. Viewing the episode as equally relevant to the history of science and technology, this article proposes to “vaccinate the Vaccine Revolt”—that is, to reintroduce the smallpox vaccine as a protagonist in the events—highlighting the need to treat the revolt as a chapter of a sociotechnical history; after all, what could be more sociotechnical than a technoscientific artifact that gave its name to a popular revolt? This is a history of scientists convinced of the superiority of their technical knowledge and of their right to exercise their power for the good of the public, who would be obliged to comply; most of all, it is a history without the problematic distinctions between content and context, between rationality and irrationality, between science and society. It is also a history of the popular mobilization on the streets of downtown Rio de Janeiro, exemplified by the vigorous resistance mounted in the working-class neighborhood of Saúde under the command of the Black man known as Prata Preta, which serves as a counterpoint to top-down historical narratives more concerned with the comings and goings of White political elites and coup-plotting, positivist-inspired generals, marked by the symptomatic exclusion of Black and working-class actors. It also serves to emphasize the symptomatic absence of the voice of Prata Preta, who was imprisoned and summarily banished without any due process. The fact that he was silenced has made it easier to construct allegories about “the people,” portraying them as heroic opponents of elite oppression or the exact opposite: an antiheroic, dangerous, and disposable rabble. Among the entourage of characters who have been silenced, one should also note the absence of women’s voices; although vaccine opponents rallied around the claim that they were defending against the “violation” of women’s bodies, nothing was heard from women’s mouths. Finally, revisiting the history of the Vaccine Revolt offers another opportunity to unmask the project of an authoritarian political, military, and scientific elite, with a particular focus on Oswaldo Cruz, one of Brazil’s greatest champions of science. In the name of science and public health, that elite envisioned a modern Brazil, while remaining ignorant of the daily nightmare lived by the vast majority of the Black, poor, and marginalized population.

Women, Writing and the Iraqi Ba'thist State

2020 ◽  
Author(s):  
Hawraa Al-Hassan
Keyword(s):  
Cultural History ◽  
The State ◽  
Woman Question ◽  
The Novel ◽  
Cultural Resistance ◽  
Cultural Revival ◽  
Counter Narratives ◽  
History Of ◽  
A Site ◽  
Material Form

The book examines the trajectory of the state sponsored novel in Iraq and considers the ways in which explicitly political and/or ideological texts functioned as resistive counter narratives. It argues that both the novel and ‘progressive’ discourses on women were used as markers of Iraq’s cultural revival under the Ba‘th and were a key element in the state’s propaganda campaign within Iraq and abroad. In an effort to expand its readership and increase support for its pan-Arab project, the Iraqi Ba‘th almost completely eradicated illiteracy among women. As Iraq was metaphorically transformed into a ‘female’, through its nationalist trope, women writers simultaneously found opportunities and faced obstacles from the state, as the ‘Woman Question’ became a site of contention between those who would advocate the progressiveness of the Ba‘th and those who would stress its repressiveness and immorality. By exploring discourses on gender in both propaganda and high art fictional writings by Iraqis, this book offers an alternative narrative of the literary and cultural history of Iraq. It ultimately expands the idea of cultural resistance beyond the modern/traditional, progressive/backward paradigms that characterise discourses on Arab women and the state, and argues that resistance is embedded in the material form of texts as much as their content or ideological message.

scholarly journals A tuberculose na cidade do Rio de Janeiro e o teste da vacina BCG em escolares de escolas públicas (1933-1935)

2017 ◽  
Vol 1 (1) ◽  
pp. 65
Author(s):  
Mariza Da Gama Leite de Oliveira
Keyword(s):  
Public Education ◽  
Social History ◽  
Rio De Janeiro ◽  
Bcg Vaccine ◽  
School Students ◽  
Public School Students ◽  
Theoretical Contribution ◽  
Keywords Tuberculosis ◽  
History Of ◽  
The City

O artigo destaca os maiores desafios da Instrução Pública Primária na cidade do Rio de Janeiro no início do século XX quando era capital federal. Nesse período emergiram debates envolvendo médicos e profissionais de diversas áreas da sociedade em torno de questões educacionais e sanitárias. As principais fontes utilizadas são a revista A Escola Primária e o relatório do médico Alvimar de Carvalho sobre o teste da vacina BCG, ambos do acervo da Biblioteca Nacional. Como aporte teórico, utilizam-se as possibilidades abertas pela nova história política (RÉMOND, 2003) e o auxílio da observação microscópica (GINZBURG, 1990), o que permite restaurar personagens e processos através dos indícios deixados pelos sujeitos históricos. As descobertas realizadas pelo estudo empreendido traduzem a importância do uso de fontes e de métodos variados no resgate da história das instituições escolares e sua intercessão com a história política e social.Tuberculosis in the city of Rio de Janeiro and the BCG vaccine test in public school students (1933-1935). The article highlights the major challenges of Primary Public Education in the city of Rio de Janeiro in the early 20th century, when it was the federal capital. In this period, debates involving physicians and professionals from various areas of society emerged around educational and health issues. The main sources used are: the magazine A Escola Primária and the report of the doctor Alvimar de Carvalho on the BCG vaccine test, both from the collection of the National Library. As a theoretical contribution, the possibilities opened by the new political history (RÉMOND, 2003) and the aid of microscopic observation (GINZBURG, 1990) are used to restore characters and processes through the clues left by historical subjects. The findings of the study show the importance of the use of varied sources and methods in the rescue of the history of school institutions and their intercession with political and social history.  Keywords: Tuberculosis, Primary Public Education of Rio de Janeiro, Alvimar de Carvalho, Instituto Ferreira Vianna, "The Primary School" Magazine.

scholarly journals The music of sorcery in Brazil (Literary Conference)

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Mário de Andrade
Keyword(s):  
19Th Century ◽  
Rio De Janeiro ◽  
Research Experience ◽  
Brazilian Music ◽  
Mario De Andrade ◽  
Brazilian Northeast ◽  
The 19Th Century ◽  
Afro Brazilian

Abstract “The music of sorcery in Brazil” was given as a lecture by Mário de Andrade to the Brazilian Music Association (Associação Brasileira de Música), in Rio de Janeiro, in 1933. The author never managed to complete its revision for publication. This was undertaken by Oneyda Alvarenga, who published the text of the lecture and a series of related documents in Volume XIII - Música de Feitiçaria no Brasil-of the Complete Works of Mário de Andrade (Editora Itatiaia/Instituto Nacional do Livro, 1983, p.23-70). The author is in search for the role of music, with its distinctive rhythms and melodic form, in the mystical trance of Afro-Brazilian religions. The text combines the flavour of his direct research experience in the catimbó of the Brazilian Northeast; his erudite bibliographical studies that were strongly influenced by evolutionary and diffusionist anthropology at the end of the 19th century and beginning of the twentieth; and an analysis of the music of macumba in the Rio de Janeiro around the 1930s as found in the recordings that Andrade so much enjoyed collecting and listening to.

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