As escolas do serviço de proteção aos índios em postos Indígenas Kaingang : entre os documentos oficiais e as vozes dos Kófa (1940-1967)

Esta tese tem como tema central a história da educação escolar kaingang durante o período de atuação do Serviço de Proteção aos Índios (SPI) no Rio Grande do Sul. O objetivo da pesquisa foi compreender como a escola instituída a partir da política indigenista do SPI se concretizou entre os kaingang nos Postos Indígenas Nonoai e Guarita entre os anos de 1940 e 1967. Busquei relacionar a proposta de educação escolar pensada pela Diretoria do SPI; a execução do que foi planejado nos gabinetes por parte dos funcionários dos Postos Indígenas; e a forma como a escola foi vivida – e é lembrada hoje – pelas pessoas que conviveram com ela. Assim, a pesquisa contou com a participação direta de 32 kófa (velhos), a quem denomino coautores, por entender que eles são os autores principais das informações orais que compõem a tese. Utilizei-me também de inúmeras fontes escritas produzidas pelo órgão indigenista. Além disso, destaco o papel de outras pessoas kaingang, a quem chamei de colaboradores, pois contribuíram para pensar a pesquisa e foram imprescindíveis para a realização do trabalho de campo. O marco teórico-metodológico do trabalho baseia-se principalmente em escritos de autores indígenas, nos quais me inspirei para: constituir uma perspectiva de relacionalidade com os participantes da pesquisa; estabelecer uma ética de pesquisa adequada ao contexto e modo de conhecer indígena; fazer uma história oral indígena; e definir um método conversacional para as entrevistas. Nesta tese busquei apresentar o maior número de informações sobre a escola do SPI nas comunidades estudadas, na medida em que não existem trabalhos anteriores sobre o tema. A importância do estudo também se justifica por procurar contribuir com o movimento atual de construção da escola indígena específica e diferenciada. O trabalho mostra que a escola do SPI em Nonoai e Guarita teve diversos momentos de descontinuidades e, mesmo quando esteve em funcionamento, constituiu-se em lugar de impermanência, sendo pontual na vida das pessoas e das comunidades. O currículo desta escola tinha como base a alfabetização em língua portuguesa, mas os dados evidenciam que ela pouco ensinou. Embora o uso da língua kaingang em sala de aula não fosse proibido, ela não tinha espaço na formalidade da escola, mas apesar disso, mantinha-se viva e potente entre as crianças. A memória dos kófa sobre seu passado escolar apresenta ambiguidades, mas de modo geral é positiva. O Serviço de Proteção aos Índios foi responsável pela introdução das escolas nas comunidades kaingang do Rio Grande do Sul, mas seu alcance junto aos alunos em Nonoai e Guarita foi limitado em termos de matrícula, frequência, permanência e aprendizagem.This thesis focuses on the history of kaingang education while operating under the Serviço de Proteção aos Índios (SPI) government agency in the state of Rio Grande do Sul, Brazil. It aims to understand how SPI’s indigenous policies informed the school system that developed among the kaingang on the reservations of Nonoai and Guarita between 1940-1967. As such, I examine the relationship involving the educational policies advanced by the SPI, their execution by government staff at the reservations, and how the school was ultimately experienced and remembered by those who lived through it. The research draws on the direct input from 32 kófa (elders), who I consider my “co-authors” given that they are the main authors of the oral histories that constitute the work. In addition, I rely on numerous written sources produced by government staff at the time. Finally, I also draw on various kaingang individuals, who I call my 'collaborators'. These individuals were vital in helping to deepen my thinking about the research, and were also essential to my carrying out the field work. The study’s theoretical framework and methodology is informed by academic work from a number of indigenous authors. It allowed me to use a relational approach with the research participants; establish a research ethics that accounts for both the indigenous context and its specific ways of knowing; apply a conversational method to my interviews; and produce work that emanates directly from oral indigenous history. Given the lack of prior research on the issue, the thesis aims to present the largest possible set of data about indigenous schooling under the SPI at the communities where the study took place. The research is also presented as a contribution to ongoing efforts to develop a bilingual and intercultural indigenous school. Results show that the SPI schools in Nonoai and Guarita had many instances of discontinuity. It also demonstrates that even when they were open, they constituted places of impermanence, playing a particular, and at times limited, role in student's lives and across the wider community. The schools’ curriculum was focused on Portuguese literacy, but the data show little achievement in that respect. While speaking kaingang language was not forbidden in school, it was absent from formal teaching. Even so, the native language remained alive and dominant among students. The memories from the kófa are often ambiguous, but also positive. Although it was responsible for introducing formal education among the kaingang in Rio Grande do Sul, the Serviço de Proteção aos Índios had a limited impact in terms of enrolment, attendance, learning, and avoiding evasion in the reservations of Nonoai and Guarit

Education Policy for Indigenous People in Southern Brazil : the Introduction of Schools for the Kaingang (1910-1967)

La escuela para los pueblos indígenas en Brasil es un fenómeno que nació con la colonización, habiendo funcionado de diversas maneras en los diferentes tiempos y espacios. Durante el período colonial e imperial (siglos xvi a xix), las iniciativas educativas dirigidas a los indígenas fueron de carácter religioso. Sólo en el siglo xx el Estado brasileño anunció y concretó políticas educativas que, en principio, debían ser laicas, a partir de la creación del Servicio de Protección a los Indios (SPI) que actuó en gran parte del territorio nacional entre 1910 y 1967. Asentado en una práctica tutelar, el órgano indigenista se encargó de implementar políticas que apuntaban a la integración de los indígenas en la sociedad nacional y tuvo en la escuela una importante aliada en el cumplimiento de sus objetivos. Sobre las políticas de educación escolar implementadas hacia el pueblo Kaingang, del estado de Rio Grande do Sul, en la región sur de Brasil, trata el presente artículo. A través del análisis de documentos oficiales y de bibliografía que abordan la actuación del SPI y sus políticas, el estudio muestra cómo y para qué fueron puestas en marcha escuelas para el pueblo Kaingang en los puestos indígenas de Nonoai, Guarita, Ligeiro y Cacique Doble, en el periodo de vigencia del órgano indigenista. Es posible concluir que, en gran medida, el SPI alcanzó sus objetivos, interfiriendo en los modos de vida tradicionales, transformando a los indígenas en trabajadores nacionales y ocasionando fuerte daño a la lengua Kaingang.Schooling for indigenous peoples in Brazil arose during the period of colonisation and was implemented in diverse ways in different times and spaces. During the colonial and imperial period (16th-19th centuries), educational initiatives aimed at indigenous peoples were religious in nature. It was not until the 20th century that the Brazilian government announced and specified educational policies which, in principle, were to be secular, with the creation of the Indian Protection Service (SPI) that operated across much of the country between 1910 and 1967. Based on a stewardship model, the indigenous body was responsible for implementing policies that worked towards integrating indigenous people into national society, with schools being an important ally in fulfilling this aim. This articles looks at the school education policies implemented for the Kaingang people in the state of Rio Grande do Sul in southern Brazil. By analysing official documents and bibliography covering the SPI’s activities and policies, the paper demonstrates how and for what purpose schools for the Kaingang people were introduced in the communities of Nonoai, Guarita, Ligeiro and Cacique Doble during the lifespan of the indigenous body. We can broadly conclude that the SPI attained its goals, interfering in traditional ways of life and transforming indigenous people into national workers, whilst inflicting great harm on the Kaingang language

The role of theserviço de proteção aos índiosgovernment agencyin the educational history of the kaingang people (1940-1967)

O presente artigo aborda a escola implementada pelo Serviço de Proteção aosÍndios(SPI) junto ao povo Kaingang, no período de 1940 a 1967, visando compreender a atuaçãoda instituição escolar nascomunidades de Nonoai e Guarita (RS). Resulta de uma tese de doutorado e contou com pesquisa documental no arquivo do Museu do Índio(RJ),e com o registro de relatos orais doskófa, velhos e velhas Kaingang. A análise dos documentos oficiais e a escuta às vozes doskofámostram que a escola, planejada pelo SPI com a intenção de“civilizar”,alfabetizare difundirensinamentos agrícolas e cívicospara transformar os indígenas em trabalhadores rurais e desenvolver neles um sentimento de nacionalidade não cumpriu totalmente sua finalidade. A escola efetivamente implementada em Nonoai e Guaritaneste períodofoi fruto de disputas e negociações com as comunidades Kaingang,e os dados evidenciam seualcance limitado diante do que foiinicialmente anunciadopelo SPI. Indícios apontam que foi a partir da década de 1970 que a escola se expandiu em número e em alcance às crianças.This paper examines the role played by the school system implemented by the Serviço de Proteção aos Índios (SPI) government agency among the Kaingang people of Nonoai and Guarita (RS) between 1940 and 1967. The article is based on research carried out for a doctoral thesis, and draws on archive material from Museu do Índio (RJ) and on oral accounts by thekófa, the Kaingang elders. Analysis of official documents and of the kofá interviews show that the school, planned by the SPI with the intention to “civilize”, teach to read and write, and disseminate agricultural and civic teachings to transform indigenous people into rural workers while developing a sense of nationality, failed to achieve its goals. The school that was actually implemented in Nonoai and Guarita was the result of negotiations with the Kaingang communities, and the data show its limited success relative to the government's stated goals.Evidence suggests that the school system among the Kaingangexpanded fromthe1970s onwards

Escolarización kaingang en Rio Grande do Sul desde mediados del siglo XIX a comienzos del siglo XXI : de las iniciativas misionarias a la escuela indígena específica y diferenciada

O texto apresenta um panorama histórico sobre os processos de escolarização kaingang no Rio Grande do Sul, Brasil, de meados do século XIX ao limiar do século XXI, a fim de compreender como esse povo se relacionou com as iniciativas escolares propostas por missionários (jesuítas e capuchinhos) e pelo Estado (tanto do governo local, quanto central), destacando como atuaram (e seguem atuando) na relação com a instituição escolar; assenta-se em fontes bibliográficas, documentos oficiais do Estado e publicações de intelectuais indígenas. À luz da Nova História Indígena, conclui-se que os kaingang foram agentes ativos em seu processo de escolarização e atuaram de diferentes formas frente à escola: negando-a, interessando-se por ela e negociando possibilidades.This paper presented a historical overview of the Kaingang people schooling processes in the State of Rio Grande do Sul, Brazil, between the mid 19th century and the turn of the 21st century. It analyzed and reflected on the relations between this indigenous group and school initiatives put forth by Jesuit and Capuchin missionaries and by the state across both local and state levels. The article is based on bibliographical sources, official documents and papers written by indigenous scholars. Drawing on a New Indian History perspective, it can be concluded that the Kaingang people were active agents in their schooling processes, displaying agency by rejecting it, engaging with it, and by negotiating possibilities.El texto presenta un panorama histórico sobre los procesos de escolarización de los Kaingang en el estado de Rio Grande do Sul, Brasil, desde mediados del siglo XIX a comienzos del siglo XXI, buscando comprender cómo ese pueblo indígena se relacionó con las iniciativas escolares propuestas por misionarios (jesuitas y capuchinos) y por el Estado (tanto del gobierno local, como central), destacando cómo actuaron (y siguen actuando) en la relación con la institución escolar. Se basa en fuentes bibliográficas, documentos oficiales del Estado y publicaciones de intelectuales indígenas. A la luz de la Nueva Historia Indígena, se concluye que los Kaingang fueron agentes activos en su proceso de escolarización y actuaron de diferentes formas frente a la escuela: negándose, interesándose por ella y negociando posibilidades

TRY plant trait database – enhanced coverage and open access

Plant traits - the morphological, anatomical, physiological, biochemical and phenological characteristics of plants - determine how plants respond to environmental factors, affect other trophic levels, and influence ecosystem properties and their benefits and detriments to people. Plant trait data thus represent the basis for a vast area of research spanning from evolutionary biology, community and functional ecology, to biodiversity conservation, ecosystem and landscape management, restoration, biogeography and earth system modelling. Since its foundation in 2007, the TRY database of plant traits has grown continuously. It now provides unprecedented data coverage under an open access data policy and is the main plant trait database used by the research community worldwide. Increasingly, the TRY database also supports new frontiers of trait‐based plant research, including the identification of data gaps and the subsequent mobilization or measurement of new data. To support this development, in this article we evaluate the extent of the trait data compiled in TRY and analyse emerging patterns of data coverage and representativeness. Best species coverage is achieved for categorical traits - almost complete coverage for ‘plant growth form’. However, most traits relevant for ecology and vegetation modelling are characterized by continuous intraspecific variation and trait–environmental relationships. These traits have to be measured on individual plants in their respective environment. Despite unprecedented data coverage, we observe a humbling lack of completeness and representativeness of these continuous traits in many aspects. We, therefore, conclude that reducing data gaps and biases in the TRY database remains a key challenge and requires a coordinated approach to data mobilization and trait measurements. This can only be achieved in collaboration with other initiatives

ATLANTIC EPIPHYTES: a data set of vascular and non-vascular epiphyte plants and lichens from the Atlantic Forest

Epiphytes are hyper-diverse and one of the frequently undervalued life forms in plant surveys and biodiversity inventories. Epiphytes of the Atlantic Forest, one of the most endangered ecosystems in the world, have high endemism and radiated recently in the Pliocene. We aimed to (1) compile an extensive Atlantic Forest data set on vascular, non-vascular plants (including hemiepiphytes), and lichen epiphyte species occurrence and abundance; (2) describe the epiphyte distribution in the Atlantic Forest, in order to indicate future sampling efforts. Our work presents the first epiphyte data set with information on abundance and occurrence of epiphyte phorophyte species. All data compiled here come from three main sources provided by the authors: published sources (comprising peer-reviewed articles, books, and theses), unpublished data, and herbarium data. We compiled a data set composed of 2,095 species, from 89,270 holo/hemiepiphyte records, in the Atlantic Forest of Brazil, Argentina, Paraguay, and Uruguay, recorded from 1824 to early 2018. Most of the records were from qualitative data (occurrence only, 88%), well distributed throughout the Atlantic Forest. For quantitative records, the most common sampling method was individual trees (71%), followed by plot sampling (19%), and transect sampling (10%). Angiosperms (81%) were the most frequently registered group, and Bromeliaceae and Orchidaceae were the families with the greatest number of records (27,272 and 21,945, respectively). Ferns and Lycophytes presented fewer records than Angiosperms, and Polypodiaceae were the most recorded family, and more concentrated in the Southern and Southeastern regions. Data on non-vascular plants and lichens were scarce, with a few disjunct records concentrated in the Northeastern region of the Atlantic Forest. For all non-vascular plant records, Lejeuneaceae, a family of liverworts, was the most recorded family. We hope that our effort to organize scattered epiphyte data help advance the knowledge of epiphyte ecology, as well as our understanding of macroecological and biogeographical patterns in the Atlantic Forest. No copyright restrictions are associated with the data set. Please cite this Ecology Data Paper if the data are used in publication and teaching events. © 2019 The Authors. Ecology © 2019 The Ecological Society of Americ

The complete genome sequence of Chromobacterium violaceum reveals remarkable and exploitable bacterial adaptability

Chromobacterium violaceum is one of millions of species of free-living microorganisms that populate the soil and water in the extant areas of tropical biodiversity around the world. Its complete genome sequence reveals (i) extensive alternative pathways for energy generation, (ii) ≈500 ORFs for transport-related proteins, (iii) complex and extensive systems for stress adaptation and motility, and (iv) wide-spread utilization of quorum sensing for control of inducible systems, all of which underpin the versatility and adaptability of the organism. The genome also contains extensive but incomplete arrays of ORFs coding for proteins associated with mammalian pathogenicity, possibly involved in the occasional but often fatal cases of human C. violaceum infection. There is, in addition, a series of previously unknown but important enzymes and secondary metabolites including paraquat-inducible proteins, drug and heavy-metal-resistance proteins, multiple chitinases, and proteins for the detoxification of xenobiotics that may have biotechnological applications