Suchergebnisse

En el artículo presento la política del Estado Venezolano hacia los pueblos indígenas que viven en el estado Amazonas venezolano. Dedicará especial atención a la política educativa. El artículo presentará tres modelos de la política estatal: proselitista, asimilatorio y multicultural. En el primero, el Estado trató de transformar a los indígenas en cristianos, en el segundo, en mestizos y campesinos y el tercer modelo fue convertir a los indígenas en ciudadanos socialistas (los ciudadanos bolivarianos). En el texto trato de demostrar que la política venezolana hacia los indígenas del Amazonas se basó en todas sus etapas en la asimilación.

In this article, I would like to test how accurate is the notion that school is one of the main factors in the social development of Indian communities. According to this view, school education improves the social, political, economic and cultural situation of the Indian peoples of South America. This is a position widely circulated among the national community in the region and is the basis for development programs and projects carried out among the Indians 1.1 would like to examine to what extent this view is correct with respect to the Enepá Indians living in the Venezuelan Amazon. I approach the question of what impact schools have on the development of these communities from an anthropological perspective, and thus from the point of view of Indian social practices. The article consists of four parts. In the first part, I characterize the current socio-cultural situation of the southern E'ñepá and the activities related to school education among them, and introduce the reasons why I chose this people for my analysis. In the second part, I indicate a problem posed by analyses from within the dominant non-anthropological current of reflection on development, and present the anthropological approach to the issues referred to in the articles title. In the third part, I describe the development that is said to result from a school's operation according to the intercultural education program being carried out among the Enepá. In the fourth section, I show, based on the example of the spread of the practice of writing how, by means of an anthropological approach, one can assess the real impact of the school on the social development of the E'ñepá Indians.

In this short article we describe the history of Polish anthropological research in Amazonia, comprising four distinct periods: 1) the work of Polish Amazonia afficionados, 2) the trailblazers, 3) the first generation of Amazonianist scholars, and 4) the research conducted by the second-generation Polish Amazonianists. The text also includes an exhaustive list of research publications, dissertations and translations by Polish scholars belonging to that group.

Oddajemy do rąk Czytelników tom piąty Etnografii dedykowany Profesorowi Wojciechowi Bębnowi z okazji siedemdziesięciolecia Jego urodzin . Profesor jest postacią wyjątkową w środowisku polskich antropologów. Po pierwsze, jest najwybitniejszym polskim badaczem ludów Oceanii i Australii od czasów Bronisława Malinowskiego. Wojciech Bęben dysponuje ogromnym doświad- czeniem terenowym. Prowadził badania etnograficzne wśród różnych ludów tego obszaru łącznie prawie 30 lat . Do tej pory wydał sześć dużych monografii, które nawiązują do klasycznych dzieł Malinowskiego zarówno różnorodnością tematyczną, jak i stylem oraz ujęciem problematyki (zob. Bęben 2004, 2006, 2012, 2015, 2016, 2019). Po drugie, Profesor należy do tych antropologów, którzy potrafią oddzielić działalność naukową od działalności duszpasterskiej. Wiele lat pracował wśród ludów tubylczych żyjących w trudno dostępnych regionach Nowej Gwinei, wśród Aborygenów australijskich czy Wyspiarzy Cieśniny Torresa, prowadząc w tym samym czasie wśród nich badania naukowe. Nigdy jednak Jego powołanie religijne nie wpłynęło na zawartość i przekaz Jego tekstów naukowych. Profesor zawsze dużą wagę przywiązuje do tego, aby obie te dziedziny nie wpływały na siebie.

La presente reseña muestra las principales facetas en las cuales se ha desenvuelto el eminente investigador americanista Aleksander Posern-Zieliñski, haciendo también un breve recorrido en torno a algunas etapas de su vida como son sus primeros años y vida familiar, sus inicios como investigador, su paso a la investigación de campo, su época de becario internacional y doctorante, su inmersión en la docencia universitaria y finalizando con su cargo como director del Instituto de Etnología y Antropología de la Cultura de la Universidad Adam Mickiewicz de Poznan (Polonia).

The article presents the idea of personal ethnography, i.e. the anthropologists' individual experiences that include practical, existential, and emotional dimensions of ethnographic field research. Such experiences and their details are largely absent in scientific papers, due to their apparent irrelevance for research results. Nevertheless, they form an indispensable part of ethnographic research, influencing its scientific findings. This article not only emphasizes the need to include this aspect of ethnographic research in the methodological reflection, but also points out the differences and similarities between personal ethnography and autoethnography, following the main threads of personal experiences from fieldwork.

The article was originally published without an abstract. Short description written by Michał Gilewski
The article relates the results of two field projects conducted by authors in 2002-2003 and 2006-2007. Article investigates indigenous teachers, leaders of indigenous organizations and chiefs of native communities, in two groups from Amazonia. The article covers two different groups: Eñepa from Cuchivero from Venezuela and Matsigenka del rio Urubamba in Peru. The observations about these "elites" in each those groups are compared against each other, and against western concepts of elites. The comparison implies significant relation to the history of contacts with the external societal factors and current economic conditions of those two groups.