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Submitted in partial fulfillment of the requirements for the Master of Technology Degree: Public Relations Management, Department of Marketing, Retail and Public Relations, Faculty of Management Sciences, Durban University of Technology, 2009. / This study presents the research of an investigation into the intercultural communication barriers between Zulu and Chinese students at selected Higher Education Institutions in Durban. To achieve this aim, two sets of questionnaires were administered separately to Zulu and Chinese students at two HEIs in Durban and an observation report was compiled. This study reviewed theories and literature relevant to defining and understanding the barriers to intercultural communication. The insights gained from this literature review were used to interpret the results which were obtained through a quantitative and qualitative research methodology. The findings revealed that intercultural communication barriers do exist between Zulu and Chinese students. Findings also found that language problems amongst Zulu and Chinese students are viewed as common barriers, especially where the communicators speak different languages. Comments from respondents revealed that a communicators‟ accent, different grammar structure and the words they use are confusing during their intercultural communication experience. Cultural differences and language problems were found to be the main intercultural communication barriers. In addition, the problems of nonverbal communication, racism, ethnocentrism, cultural stereotyping were also viewed as obstacles of the intercultural communication process. / Durban University of Technology. Dept. of Postgraduate Development and Support.

Thesis (MA(VA))--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The challenges that have occurred within the South African education context could be ascribed to the country’s political history. This is a history that includes more than three hundred and fifty years of colonialism, which has had a direct influence on the more recent Apartheid regime. Colonial and apartheid history have remained deeply ingrained in the mind-sets of South African citizens, where a sense of strict binary and hierarchal thinking is present. Feeding on the ideologies of the past, it manifests and perpetuates itself specifically within spaces of learning. The purpose of this study is to investigate how 'Othered' identity is described and experienced within spaces of learning at the Visual Arts Department at Stellenbosch University. The study is approached from a qualitative perspective, utilizing an interpretative process of collecting and analyzing data. A case study was conducted and the process involved interviews with four lecturers and eight students at the Visual Arts Department at Stellenbosch University. The investigation of ‘Othering’ within spaces of learning at the Visual Arts Department highlighted themes of ‘Othering’ and social and economic circumstances; ‘Othering’ and feelings of discomfort and pretence; ‘Othering’ and language; and ‘Othering’ and culture. Strategies regarding ‘Othering’ also emerged from the data highlighting two themes, bridging courses and diversity within spaces of learning. My findings include that ‘Othering’ is still prevalent within spaces of learning at the Visual Arts Department. Most lecturers and students seemed to be in agreement that ‘Othering’ should be addressed. It is suggested that promoting and combining processes of critical citizenship and reflective thinking within spaces of learning may encourage a necessary dialogue between lecturers and students. By improving the dialogue between lecturers and students, it may facilitate a relationship founded on mutual trust necessary for personal growth and growth within spaces of learning. It is further suggested that creating spaces of learning that are more diverse could contribute to this and provide enriching learning experiences for both lecturers and students. / AFRIKAANSE OPSOMMING: Die uitdagings binne die Suid-Afrikaanse konteks kan toegeskryf word aan die land se politieke geskiedenis. Dit is ‘n geskiedenis wat bestaan uit meer as driehonderd en vyftig jaar van kolonialisme, wat ‘n direkte invloed op die meer onlangse Apartheid regering gehad het. Koloniale en apartheids geskiedenis is diep gewortel binne die denkwyses van Suid-Afrikaners, waar streng binêre denkwyses en hierargie heers. Na aanleiding van die verskeie ideologieë van die verlede, word hierdie denkwyse spesifiek manifisteer en herhaal binne leerruimtes. Die doel van hierdie studie was om te ondersoek hoe ‘Othered’ identiteit beskryf en ervaar word binne leerruimtes by die Visuele Kunste Departement van die Universiteit van Stellenbosch. Die studie is vanaf ‘n kwalitatiewe hoek benader en maak gebruik van ‘n interpretatiewe proses deur data versameling en analise. ‘n Gevallestudie was as navorsingsmetode gebruik en die proses het bestaan uit onderhoude met vier dosente en ag studente by die Visuele Kunste Departement van die Universiteit van Stellenbosch. Die ondersoek van ‘Othering’ binne leerruimtes by die Visuele Kunste Departement het temas van ‘Othering’ en sosiale en ekonomiese omstandighede, ‘Othering’ en gevoelens van ongemak en voorgee; ‘Othering’ en taal; en ‘Othering’ en kultuur identifiseer. Strategieë ten opsigte van ‘Othering’ is ook vanaf die data identifiseer, waarvan twee temas spruit, naamlik oorbruggings kursusse en diversiteit binne leerruimtes. My bevindings sluit in dat ‘Othering’ nogsteeds binne die leerruimtes van die Visuele Kunste Departement ondervind word. ‘n Groot aantal dosente en studente stem ooreen dat dit baie voordelig sou wees om ‘n kombinasie van kritiese en refleksiewe denk prosesse binne leerruimtes in te sluit, soos ‘n nodige dialoog tussen dosente en studente. Deur die dialoë tussen dosente en studente te verbeter, kan dit ‘n verhouding fasiliteer wat gevestig is op gemeenskaplike vertroue, nodig vir persoonlike groei en groei binne leerruimtes. Dit word verder aangeraai dat leerruimtes wat meer divers is, ‘n bydrae kan maak tot verrykende leer ervarings vir beide dosente en studente.

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: In this study I analyse the 1994 episodes of the popular soap opera Egoli: Place of Gold that coincide with the so-called ‘birth’ of the New South Africa. This moment in media history is characterised by a heightened sense of anticipation surrounding Egoli as the first local soap opera created by Franz Marx at the pinnacle of his career for the relatively new – and only – independent broadcaster in the country, M-Net. Because of the reliance of this genre on perceived realism, Egoli offers a historically significant televisual mediation of the widespread social and political changes that mark this particular period. I argue that the soap opera elicits a non-critical passive spectatorship and should therefore be regarded as a ‘readerly’ medium that transmits a form of pre-negotiated textual hegemony directly into the intimacy of the domestic viewing space. While acknowledging an awareness of the pivotal role played by white Afrikaans men in the safeguarding of cultural hegemony up until this historical juncture, my study diverges from the wealth of research on soap opera as a women’s medium and approaches Egoli with an interest in the programme’s construction of masculinities. An analysis of three contrasting male characters investigates Egoli’s formulation of a social matrix that reflects not only the programme’s attitude towards gender, but also to social power, class and race. I conclude that this specific soap opera lacks the ability to produce or reflect radical change. Egoli merely serves to reiterate the affirmation of the hegemony of an established order of Afrikaner patriarchy on a superficial level. / AFRIKAANSE OPSOMMING: In hierdie studie analiseer ek die 1994 episodes van die populêre sepie Egoli: Plek van Goud wat afspeel tydens die sogenaamde ‘geboorte’ van die Nuwe Suid-Afrika. Hierdie oomblik in media-geskiedenis is gekarakteriseer deur ‘n verhoogde gevoel van antisipasie rondom Egoli as die eerste plaaslike sepie, vervaardig deur Franz Marx tydens die toppunt van sy loopbaansukses vir die relatief nuwe, en enigste onafhanklike uitsaaidiens in die land, M-Net. Vanweë hierdie medium se afhanklikheid op skynbare realisme, bied Egoli ‘n waardevolle historiese televisuele vertolking van die verrykende sosiale en politiese veranderinge van hierdie tydperk. Ek argumenteer dat die sepie ‘n passiewe kritiekloosheid in kykers uitlok en daarom as ‘n ‘leeslike’ teks benader moet word, wat ‘n reeds-onderhandelde hegemonie direk in die intimiteit van die huishouding oordra. As gevolg van die bewustheid van die kritieke rol wat deur blanke Afrikaanse mans vervul is in die beveiliging van kulturele hegemonie tot en met hierdie historiese moment, wyk my studie af van die veelvuldige navorsing oor die sepie as ‘n vroue-medium en benader ek Egoli met ‘n fokus op die konstruering van manlikheid. ‘n Analise van drie kontrasterende manlike karakters ondersoek Egoli se formulering van ‘n sosiale matriks wat nie alleenlik die program se benadering tot geslag blootlê nie, maar so ook tot sosiale mag, klas en ras. Ek sluit af met die bevinding dat dié sepie ontbreek in die vermoë om radikale verandering aan te spoor of te weerspieël. Egoli slaag slegs daarin om op ‘n oppervlakkige wyse die hegemonie van ‘n gevestigde Afrikaner patriargale orde te bevestig en te reproduseer.

Thesis (PhD )--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This study investigated the political role of the City Press. black journalists in post-apartheid South Africa. Taking into consideration its ownership by a white media company, the study investigated the role played by African cultural values in the execution of their tasks with a particular focus on the period 1994 to 2004. The interest in the role played by African cultural values in the execution of the City Press. black journalists. tasks, and in the issue of the newspaper.s white ownership, was driven by an observation that historically, the trajectory of black newspapers was to a great extent influenced by the interests and values of the owners. The issue of ownership was of interest also because the black political elite frequently accused black journalists in South Africa of undermining the ANC government so as to please the white owners of the newspapers they worked for. Also, taking into consideration that the City Press played a conscious role in the struggle against apartheid, the study sought to investigate the role the City Press defined for its journalists in post-apartheid South Africa, specifically in the first decade after 1994. Three theoretical frameworks were deemed applicable in this study, namely Liberal- Pluralism, Political Economy, and Afrocentric theories on the media.s political role in society. The first was chosen on the basis of its theorisation on the political role of the media. The second was chosen on the basis of its analysis of the link between the performance of the media and ownership, although that is not the only issue Political Economy deals with. The third was chosen on the basis of its focus on African historical and cultural issues. The study has employed qualitative research methods, namely content analysis and interviews. It has a quantitative aspect in that it involved the counting of the City Press. editorials, columns and opinion pieces, as an indication of how many journalistic pieces were analysed. The period of this study ends in 2004 in the year that the City Press was re-launched as a ¡°Distinctly African¡± newspaper. The ¡°Distinctly African¡± concept had both cultural and political implications for the City Press. journalists. This study covers some of these aspects in a limited way since the research period ends in the year 2004. The research found that in post-apartheid South Africa, the City Press. black journalists. political role was to make sure that the objectives of the anti-apartheid struggle were achieved. It also established that the City Press. black journalists executed their tasks independently without interference from their newspaper.s white owners. The study also established that some of the newspaper.s black journalists experienced tensions between what they perceived as expectations of journalism and what they perceived as the prescriptions of African culture. / AFRIKAANSE OPSOMMING: Hierdie studie het die volgende ondersoek: die politieke rol van die City Press se swart joernaliste in post-apartheid Suid-Afrika, die rol van Afrika-kulturele waardes in die uitvoering van hul taak met 'n spesifieke fokus op die periode 1994 tot 2004, en die konteks van die koerant as eiendom van 'n tradisionele wit media maatskappy. Die belangstelling in die rol van Afrika-kulturele waardes in die uitvoering van die taak van die City Press se swart joernaliste en die kwessie van die koerant se wit eienaarskap is gedryf deur die waarneming dat, histories, swart koerante grotendeels beïnvloed is deur die belange en waardes van die eienaars. Die kwessie van eienaarskap was ook van belang omdat die politieke elite gereeld swart joernaliste beskuldig het dat hulle die ANC-regering ondermyn om sodoende die wit eienaars van die publikasies vir wie hulle werk, tevrede te stel. In ag geneem die feit dat die City Press 'n bewustelike rol in die struggle teen apartheid gespeel het, het die studie ook die rol ondersoek wat die City Press vir sy joernaliste in post-apartheid Suid-Afrika gedefinieer het, spesifiek in die eerste dekade ná 1994. Drie teoretiese raamwerke is beskou as van belang vir hierdie studie, naamlik die Liberale- Pluralisme, die Politieke Ekonomie en Afrosentriese teorieë oor die media se politieke rol in die samelewing. Die studie het twee kwalitatiewe navorsingsmetodologieë gebruik, by name inhoudsanalise en onderhoude. Daar was 'n kwantitatiewe aspek deurdat die City Press se hoofartikels, rubrieke en meningstukke getel is as 'n aanduiding van hoeveel stukke geanaliseer is. Die navorsing het bevind dat die City Press se swart joernaliste hul politieke rol in post-apartheid Suid-Afrika gesien het as om onder meer seker te maak dat die doelwitte van die vryheidstryd bereik word. Die studie het ook vasgestel dat die City Press se swart joernaliste hul taak onafhanklik en sonder inmenging van die koerant se wit eienaars kon doen. Ook is bevind dat sommige van die koerant se swart joernaliste spanning ervaar tussen eise van die joernalistiek en wat hulle beskou as voorskriftelikheid van Afrika-kulturele waardes. Die tydperk van die studie eindig in 2004, die jaar waarin die City Press geloods is as 'n "Distinctly African"-koerant. Die "Distinctly African"-konsep het beide kulturele en politieke implikasies vir die City Press se joernaliste. Hierdie studie dek sommige van hierdie aspekte in 'n beperkte mate aangesien die navorsingstydperk in 2004 eindig. Dit word voorgestel dat meer navorsing gedoen word met spesifieke verwysing na die tydperk tussen 2004 en 2009, die volgende vyf jaar van demokrasie in Suid-Afrika. In die politieke diskoers verwys die swart politieke elite gereeld na Afrika-kultuur. Dit is nog 'n aspek wat toekomstige studies kan ondersoek, naamlik die verhouding tussen joernalistieke waardes en praktyke aan die een kant, en Afrika-kultuur aan die ander. / Stellenbosch University / Awqaf Foundation

Thesis (MEd)--Stellenbosch University, 1999. / ENGLISH ABSTRACT: The revised norms and standards for teacher education requires an understanding of the beliefs, values and practices of the main religions of South Africa. However, many preservice teachers have emerged from backgrounds of monoreligious education, or from schools where Religious education was discarded from the curriculum. This situation implies that pre-service teachers may lack the knowledge and skills to cope within a religiously pluralist school environment. This study argues therefore that the attitudes and perceptions of pre-service teachers towards Religious education in particular and religions in general will be positively influenced by means of a programme of intervention. The main aim of this study is to examine strategies for teaching religion to pre-service teachers to equip them for the religious and cultural diversity of South African classrooms. F euerstein' s theory of Mediated Learning Experience (MLE) is examined as a vehicle for initiating new and creative ways of thinking about religions. Ten criteria for MLE are implemented within a context of co-operative small group learning on the grounds that learning about religions should take place in a constructivist paradigm. The potential influence of a tutor/mediator on the perceptions and attitudes of pre-service teachers towards religions other than their own is therefore a significant theme in this study. The influence of a programme of intervention on student attitudes towards religion and Religious education was determined within an action-enquiry research model. The empirical research indicates that active participation in the learning process not only enhanced student participants' knowledge and understanding of religious concepts, but also fostered the value of an unbiased, positive approach to the study of religions. / AFRIKAANSE OPSOMMING: Hersiende norme en standaarde vir onderwysersopleiding verg 'n kennis van die geloof, waardes en praktyke van die hoof religiee van Suid-Afrika. Nietemin kom baie studentonderwysers uit 'n monoreligieuse opvoedingsagtergrond of van skole waar religieuse onderrig van die kurrikulum verwyder is. Hierdie situasie impliseer dat studentonderwysers nie die nodige kennis dra, of die nodige vaardighede het, om in 'n pluralistiese religieuse skoolomgewing aan te pas nie. Hierdie studie argumenteer dat die houdings en persepsies van studentonderwysers teenoor religieuse onderrig in die besonder en religie in die algemeen positief be"invloed kan word deur middel van 'n intervensieprogram. Die hoofdoel van die studie is om verskillende strategiee in religieuse onderrig VIr studentonderwysers te ondersoek om hulle toe te rus vir die religieuse en kulturele diversiteit in Suid-Afrika. Feuerstein se teorie van Bemiddelde leerervaring (Mediated Learning Experience, MLE) word ondersoek as 'n middel waardeur nuwe kreatiewe denkmetodes oor religie ge"inisieer kan word. Tien kriteria van MLE word ge"implementeer binne 'n konteks van kooperatiewe leergroepe op grond daarvan dat religiee binne 'n konstruktivistiese paradigma moet plaasvind. Die potentiele invloed van die fasiliteerder op die persepsies en houdings van studentonderwysers teenoor ander religiee is dus 'n belangrike tema van die studie. Die invloed van 'n intervensieprogram op studentehoudings teenoor religiee en religieuse onderrig was bepaal deur middel van 'n aksienavraag navorsingsmodel. Die empiriese navorsing motiveer die feit dat aktiewe deelname in die leerproses nie net die deelnemende studentonderwysers se kennis en begrip van religieuse konsepte verdiep het nie, maar ook 'n onbevooroordeelde positiewe benadering tot die studie van religiee gekweek het.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Globalization and the inherent shrinking of geographical boarders have rendered modern societies progressively culturally heterogeneous spaces. Increased encounters between people from different cultures have thus become a normal occurrence. Germany is in no way an exception to this socio-cultural phenomenon and has witnessed an emergence of multi-cultural societies, leading to concerted efforts in developing intercultural competence in all spheres of influence. Literature plays a pivotal role in the representation and transfer of culturally determined imaginations and perceptions of the “other”. This role is further emphasized in the case of children’s and youth literature, which has an imminent pedagogical function. For a long time, research in children’s and youth literature has received very little attention as an integral part of literary studies; this is observed both in English and in German literature, though the pace of development differs slightly (Hunt 1999; Weinkauff and Glasenapp 2010; Ewers 2000). In Germany, historical development of children’s and youth literature as an autonomous area of literature and field of study was influenced by societal values and attitudes as well as perceptions of childhood. This has continued to be the case, though recent research indicates a growing emphasis on children’s literature as a tool to develop literacy as well as an appreciation of the aesthetic value of literature. A third component is the intercultural aspect it is able to offer. Impelled by the paucity of systematic analyses of the representation of Africa in German children’s and youth literature, this dissertation sets out to offer a critical appraisal of intercultural aspects and the image of Africa in contemporary German youth literature. A corpus of literary works has been selected for this purpose. The central thesis of the study is that these literary works are involved in a sustained debate of questioning and contesting numerous representations of Africa and Africans. Given the fact that the study touches on several overarching issues, it draws from diverse theoretical perspectives that include intercultural theories on perceptions of the cultural “other” and “imagology” as well as postcolonial studies, with reflections on the pedagogical nature of youth literature. The study considers intercultural and postcolonial theories as conceptualized by Hofmann (2003; 2010), Mecklenburg (2003, 2006; 2008), Gutjahr (2002; 2010) and Göttsche (2003; 2010; 2011; 2012) as well as considerations on imagology as conceptualized by O’Sullivan (1989; 2000) and Beller (2007). In its exploration of the representation of Africa and Africans, this dissertation shows how literary works make use of diverse artistic, stylistic and narratological strategies and devices as possible ways of presenting and rethinking long-held perceptions about Africa. The present study proposes a reading and an appraisal of the corpus of literary texts as important discursive tools that allow for the expansion of self-conception and definition of otherness and the relationship to this otherness, thus contributing to increased intercultural awareness and competence among young readers. / AFRIKKANSE OPSOMMING: Globalisering en die gepaardgaande krimping van geografiese grense het moderne samelewings algaande omskep in kultureel heterogene ruimtes. Sodoende het toenemende ontmoetings tussen mense van verskillende kulture ʼn normale gebeurtenis geword. Duitsland, geen uitsondering op hierdie sosiokulturele verskynsel nie, was getuie tot die totstandkoming van multikulturele samelewings en dit het gelei tot doelgerigte pogings om interkulturele vaardigheid in alle invloedsfere te ontwikkel. Letterkunde speel ʼn deurslaggewende rol in die verteenwoordiging en oordrag van kultureel bepaalde verbeeldings en persepsies van die “ander”. Hierdie rol word verder beklemtoon in die geval van kinder- of jeugliteratuur, wat ʼn belangrike pedagogiese funksie het. Vir ʼn lang tyd het navorsing in kinder- en jeugliteratuur baie min aandag geniet as ʼn integrale deel van literêre navorsing en dit kan in Engelse sowel as Duitse letterkunde opgemerk word, hoewel die pas van ontwikkeling effens verskil (Hunt 1999; Weinkauff en Glasenapp 2010; Ewers 2000). In Duitsland is die historiese ontwikkeling van kinder- en jeugliteratuur as ʼn outonome veld van letterkunde en van navorsing beïnvloed deur die samelewing se waardes en houdings sowel as persepsies van kindwees. Dit word steeds voorgesit hoewel onlangse navorsing toon dat daar groter klem geplaas word op kinderliteratuur as ʼn manier om geletterdheid asook ʼn waardering vir die estetiese waarde van letterkunde te ontwikkel. ʼn Derde komponent is die interkulturele aspek wat dit kan bied. Aangespoor deur die gebrek aan sistematiese analises van die uitbeelding van Afrika in Duitse kinder- en jeugliteratuur, beoog hierdie proefskrif om ʼn kritiese waardering te bied van interkulturele aspekte en die beeld van Afrika in kontemporêre Duitse jeugliteratuur. ʼn Korpus van literêre werke is geselekteer vir hierdie doel. Die sentrale hipotese van die navorsing is dat hierdie literêre werke betrokke is, dikwels ten spyte van hulself, in ʼn volgehoue debat oor die bevraagtekening en betwissing van verskeie uitbeeldings van Afrika en Afrikane. Die studie raak verskeie oorkoepelende kwessies aan en steun daarom op diverse teoretiese perspektiewe wat interkulturele teorieë oor persepsies van die kulturele “ander” en “beeldstudies” insluit, sowel as postkoloniale studies en beskouings van die pedagogiese aard van jeugliteratuur. Interkulturele en postkoloniale teorieë soos voorgestel deur Hofmann (2003; 2010), Mecklenburg (2003; 2006; 2008), Gutjahr (2002; 2010) en Göttsche (2003;2010; 2011; 2012) asook oorwegings oor “beeldstudies” soos voorgestel deur O’Sullivan (1989; 2000) en Beller (2007) sal in aanmerking geneem word. In die ondersoek na die uitbeelding van Afrika en Afrikane wys hierdie dissertasie hoe literêre werke gebruik maak van diverse artistieke, stilistiese en narratologiese strategieë en middele as moontlike maniere om tradisionele persepsies oor Afrika voor te stel en te heroorweeg. Hierdie studie stel ʼn lees en waardering van die korpus van literêre tekste voor as belangrike diskursiewe instrumente wat ruimte laat vir die uitbouing van selfbeskouing en definisie van andersheid en die verhouding tot hierdie andersheid, om sodoende ʼn bydrae te maak tot die verhoogde kulturele bewustheid en vaardigheid onder jong lesers.

Multicultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school district participated in an online survey, and 11 of those respondents also participated in a follow-up personal interview. According to multiple scholars, there are three categories for multicultural education: Recognition, Transformation, and Action, with Recognition serving to recognize and respect other cultures without any change to the mainstream curriculum and instruction, Transformation serving to transform the curriculum and instruction to reflect students and their various cultures while introducing them to others and meeting the various instructional needs of the students, and Action motivating students to take action to bring about social justice. Overall, high school English teachers’ understanding of effective multicultural education is on the Transformation level. The survey found that high school English teachers use multicultural education on the Action level; however, the follow-up interviews did not support that finding. Also based on the interviews, teachers are willing and eager to learn more and would like the district to implement their suggestions to help with their learning. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

O trabalho apresenta uma revisão bibliográfica sobre a relação entre cinema, história e ensino de história e a reflexão sobre a forma como o cinema tem sido utilizado como recurso pelos professores de história. A partir da revisão, de entrevistas com colegas professores e alunos construiu-se uma proposta pedagógica de uso do cinema para abordar o tema da Pluralidade Cultural no contexto dos Temas Transversais. A proposta pedagógica lança reflexões sobre as possibilidades de uso do cinema e de outras fontes dentro de uma perspectiva interdisciplinar e que dá à Pluralidade Cultural espaço para fazer parte do currículo escolar no curso do ano letivo, retirando do tema o caráter de currículo eletivo, que aparece ocasionalmente como curiosidade no currículo escolar. Considerando o fato de que Pluralidade Cultural é um tema amplo, escolhi abordar o sincretismo religioso. A partir das relações entre cinema e história, esta proposta pretende contribuir para que estudantes da educação básica reflitam sobre o caráter móvel da cultura e das diferentes religiões. / This dissertation presents a bibliographic review of the relationship between cinema, history and history teaching, and a reflection on how cinema has been used as a teaching resource for history teachers. Based on this review, interviews with fellow teachers and students we aimed at developing a pedagogical proposal for using cinema as a means for approaching the subject “Cultural Pluralism” in the context of the “Tranversal Themes”. The pedagogical proposal evokes reflections on the possibilities of using cinema and other sources within an interdisciplinary perspective, giving Cultural Pluralism a space in school curriculum throughout the year, thus removing its character of an elective subject, appearing occasionally as a mere curiosity. Taking into account that Cultural Pluralism is a broad theme, I chose to approach the issue of religious syncretism. By looking at the relationships between cinema and history, this proposal intends to be a contribution for students from basic education, so they can reflect on the shifting character of culture and different religions.

No description available.