As a type of religious and public testimony of gratitude, the ex-votos are objects of supply and thanks for a grace obtained by means of a deity. They belong to the Catholic cult and pop with symbolic function of overcoming difficulties through the compromise struck between an individual and his Holy of devotion. This highlights the importance of this practice as religious forces plumber element driven by faith and a feeling of closeness between the participants. From these aspects sought to address those objects their underlying aesthetic elements, taking into account the original contexts where the ex-votos emerged and acquired its religious significance and seeking to illustrate their importance as objects that have aesthetic and creative action. In this context, the practice of ex-votos works as a symbolic action that puts a kind of knowledge on the way that connects society, aesthetics, spirituality and corporate sentiment. In each ex-voto there is always a set of subjective values, a performance that takes place in the body and through the body. Are examples of how each social group constructs his idea of body and representation within the culture and pop religiosity through an aesthetic action often not intentional. / Como um tipo de testemunho religioso e público de gratidão, os ex-votos são objetos de oferta e agradecimento por uma graça obtida por intermédio de uma divindade. Eles pertencem ao culto católico popular e cumprem função simbólica de superação das dificuldades por meio do compromisso firmado entre um indivíduo e o seu santo de devoção. Isso põe em relevo a importância dessa prática como elemento canalizador de forças religiosas impulsionadas pela fé e de um sentimento de proximidade entre os participantes. A partir desses aspectos procurou-se abordar nesses objetos seus elementos estéticos subjacentes, levando em consideração os contextos originais onde os ex-votos surgiram e adquiriram seu significado religioso e buscando ilustrar sua importância como objetos que apresentam uma ação estética e criativa. Nesse contexto, a prática dos ex-votos funciona como uma ação simbólica que recoloca um tipo de conhecimento no caminho que liga sociedade, estética, espiritualidade e o sentimento societário. Em cada ex-voto há sempre um conjunto de valores subjetivos, uma performance que se realiza no corpo e através do corpo. São exemplos de como cada grupo social constrói a sua ideia de corpo e representação dentro da cultura e da religiosidade popular por meio de uma ação estética muitas vezes não intencional.

Dissertação (mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2010 / Submitted by Luize Santos (lui_rg@hotmail.com) on 2012-07-12T02:28:40Z No. of bitstreams: 1 Michele Coelho Salort.pdf: 730742 bytes, checksum: 9a34c7c05953913f64be87aaab4f255c (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-07-18T19:50:52Z (GMT) No. of bitstreams: 1 Michele Coelho Salort.pdf: 730742 bytes, checksum: 9a34c7c05953913f64be87aaab4f255c (MD5) / Made available in DSpace on 2012-07-18T19:50:52Z (GMT). No. of bitstreams: 1 Michele Coelho Salort.pdf: 730742 bytes, checksum: 9a34c7c05953913f64be87aaab4f255c (MD5) Previous issue date: 2010 / Esta dissertação buscou compreender como as relações de pertencimento e meio ambiente, entendidas como bem comum, são percebidas pelos futuros arte-educadores do curso de Artes Visuais da Universidade Federal do Rio Grande – FURG. A constituição cultural que historicamente vem separando o ser humano da natureza tem sido um dos fatores fundamentais a contribuir para a atual crise sócioambiental que ora presenciamos. Assim, entendemos que um dos objetivos da Educação Ambiental é o de buscar restabelecer a conexão necessária entre o sujeito e o meio em que vive, possibilitando situações para que esse seja percebido em sua total amplitude. Entendemos que, quando o sujeito se sente pertencente ao meio, manifesta atitudes de cuidado na direção do que lhe pertence. Para tentar entender o pertencimento, na pesquisa, recorremos aos conceitos de memória, identidade e convivência, por compreendermos que, a partir da memória, formamos nossa identidade dentro dos variados sistemas de convivência dos quais fazemos parte. O estudo traz ainda a fotografia como um instrumento que possibilita a sensibilização e o conhecimento de si e do mundo, estimulando também a narrativa de sujeitos. A coleta de dados foi realizada através de dois instrumentos. O primeiro, um questionário que teve como objetivo conhecer, inicialmente, as ideias dos estudantes sobre meio ambiente e pertencimento. O segundo, as narrativas construídas em uma oficina na qual os alunos realizaram uma ensaio visual, a partir de fotografias de objetos ou de lugares que representassem as suas relações de pertencimento. A ensaio visual serviu como instrumento de sensibilização e autoconhecimento e, ao mesmo tempo, como estímulo para a escrita das narrativas. Para a análise dos dados, foi utilizado o Discurso do Sujeito Coletivo (DSC), com o qual foi possível perceber o pensamento coletivizado sobre a relação entre pertencimento e meio ambiente. A análise dos questionários apontou algumas ideias centrais: mundo, minha casa e as relações com o meio como espaços de pertencimento. Essas ideias também estavam presentes nas narrativas, o que tornou possível a construção de três discursos coletivos: DSC – Minha casa, DSC – Mundo, um bem comum e DSC – Relações e vivências, todos analisados a partir dos conceitos de convivência, identidade e memória. A pesquisa evidenciou o pertencimento relativo às experiências que permeiam a constituição identitária dos sujeitos, estabelecidas através do meio e ainda o fato de o sentimento de pertencimento não estar relacionado apenas ao lugar em que o sujeito se encontra, mas sim às relações que permeiam seus sistemas de convivência, pois o sujeito só pode sentir-se parte dos espaços ou a eles pertencentes, desde que os mesmos vivenciem experiências significativas. / This work investigated how relations of belonging and environment, understood as the common good, are perceived by future art-Educators from the Visual Arts Course of the Universidade Federal do Rio Grande - FURG. The cultural constitution which historically has separated humans from Nature has been one of the key factors contributing to the current crisis socio-environmental witnessing now. Thus, we understand that one of the objectives of Environmental Education is to seek to restore the necessary connection between subject and the environment where he lives, allowing for situations that this is perceived in its full extent. We understand that when the subject feels belonging to the environment, he expresses caution attitudes towards to it belongs. To try to understand the belonging, in the research, we recurred to the concepts of memory, identity, and community, by understanding that, from a tool of awareness and self-knowledge and at the same time, as a stimulus for writing narratives. For data analysis, was used the Collective Subject Discourse (CSD), with which it was possible to perceive collectivized thinking about the relationship between belonging and the environment. The analysis of the questionnaires showed few central ideas: the world, my home and relations with the environment as spaces of belonging. These ideas also were present in the narratives, which made possible the construction of three collective discourses: CSD - My house, CSD - World, a common good and CSD - Relationships and experiences, all analyzed using the concepts of coexistence, identity and memory. The research showed the belonging relative on experiences that underlie the identity formation of the subjects, established across the environment and also the fact the feeling of belonging not be related only to the place where the subject is, but relations that permeate his systems of living, because the subject may feels part of space or belonging to them, since they experience meaningful experiences.

Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2011. / Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-07-11T23:51:30Z No. of bitstreams: 1 dissertao da alessandra defesa.pdf: 2320582 bytes, checksum: e86e61b18f831279e2e50ac3a9eec18f (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-11-06T17:31:31Z (GMT) No. of bitstreams: 1 dissertao da alessandra defesa.pdf: 2320582 bytes, checksum: e86e61b18f831279e2e50ac3a9eec18f (MD5) / Made available in DSpace on 2012-11-06T17:31:31Z (GMT). No. of bitstreams: 1 dissertao da alessandra defesa.pdf: 2320582 bytes, checksum: e86e61b18f831279e2e50ac3a9eec18f (MD5) Previous issue date: 2011 / Construir projetos de Educação Ambiental na Escola possibilita o desenvolvimento de posturas éticas, críticas e participativas face às questões socioambientais. O projeto “Conhecer, compreender e interagir com o contexto local” desenvolvido na Escola Estadual Lilia Neves, localizada na Vila da Quinta, em Rio Grande, RS, representa uma alternativa importante para a educação dos jovens do Ensino Médio moradores da zona rural, pois busca despertar o sentido de pertencimento àquela região, por meio do resgate da história local. Essa pesquisa objetiva compreender, à luz da Educação Ambiental, o que a comunidade de aprendizagem, constituída por professoras e alunos desta Escola e moradores das localidades, conta sobre os aspectos naturais e culturais da Vila da Quinta e demais zonas rurais do seu entorno, que visões de mundo, crenças e valores e quais as transformações históricas ocorridas no ambiente são expressas e registradas em vídeo nas expedições de estudos desenvolvidas no Projeto “Conhecer, compreender e interagir com o contexto local”. Procedeu-se a transcrição e análise do vídeo, contendo a gravação das expedições de estudos e de uma avaliação por escrito realizadas pelos envolvidos no Projeto. Foram selecionados alguns recortes do vídeo e, após transcritos, realizada a Análise Textual Discursiva (ATD). O processo analítico possibilitou a identificação das categorias emergentes: aspectos culturais, visões de mundo, crenças e valores, aspectos naturais e transformações históricas. Os dados produzidos foram articulados com os referenciais teóricos da pesquisa (BRANDÃO, CARVALHO, MORIN, FREIRE entre outros), o que propiciou uma maior compreensão do fenômeno investigado. As interlocuções empíricas e teóricas possibilitaram a compreensão de que ao conhecer, compreender e interagir com o contexto local, significando aspectos da cultura (modo de vida, crenças e valores) da comunidade estudada e os aspectos naturais desta região rural localizada no extremo sul do Rio Grande do Sul, as pessoas tornem-se pertencentes e responsáveis pela preservação da cultura e do ambiente. / Constructing Environmental Education projects in schools enables the development of ethical, critical and participative attitudes towards socioenvironmental issues. A project called “Knowing, comprehending and interacting with the local context”, which was carried out at Lilia Neves State School in Vila da Quinta, in Rio Grande, RS, proved to be an important alternative for the education of high school students who live in a rural area because it aimed at triggering the sense of belonging to that region by focusing on local History. This research has the objective of comprehending what the learning community, which is constituted by school teachers and students and dwellers in that region, tells about the natural and cultural aspects related to Vila da Quinta and surrounding rural areas in the light of Environmental Education. It includes their views of the world, beliefs and values, besides the historical changes that happened in that environment. Video recordings were carried out during field trips as part of the project “Knowing, comprehending and interacting with the local context”. After the video transcription and analysis were carried out, those involved in the project made their written evaluation. Some parts of the transcription were selected for Textual Discourse Analysis (TDA). The analysis enabled the identification of emerging categories: cultural aspects, views of the world, beliefs and values, natural aspects and historical transformations. The data, intertwined with theoretical references, such as Brandão, Carvalho, Morin and Freire, led to better understanding of the phenomenon under investigation. Empirical and theoretical interlocutions showed that when people know, understand and interact with their local context and give meaning to cultural issues (style of life, beliefs and values) in the community and natural aspects in this rural area located in the very south of Rio Grande do Sul state, they develop their sense of belonging and feel responsible for the preservation of their culture and their environment.

Submitted by Kenia Bernini (kenia.bernini@ufpel.edu.br) on 2018-10-23T19:54:59Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Sílvia_Regina_Teixeira_Christóvão_Dissertação.pdf: 4734318 bytes, checksum: 31ed341f7d15b9ba41be81ecf18532fc (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-11-06T18:51:45Z (GMT) No. of bitstreams: 2 Sílvia_Regina_Teixeira_Christóvão_Dissertação.pdf: 4734318 bytes, checksum: 31ed341f7d15b9ba41be81ecf18532fc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-11-06T18:51:53Z (GMT) No. of bitstreams: 2 Sílvia_Regina_Teixeira_Christóvão_Dissertação.pdf: 4734318 bytes, checksum: 31ed341f7d15b9ba41be81ecf18532fc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-11-06T18:52:01Z (GMT). No. of bitstreams: 2 Sílvia_Regina_Teixeira_Christóvão_Dissertação.pdf: 4734318 bytes, checksum: 31ed341f7d15b9ba41be81ecf18532fc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-12-20 / Sem bolsa / A presente pesquisa busca evidenciar e reconstruir a história de luta dos remanescentes do quilombo São Roque/Pedra Branca, pelo reconhecimento do seu território, e a consolidação da sua identidade étnica. O Quilombo São Roque localiza-se no Extremo Sul de Santa Catarina (Praia Grande) e o Norte do Rio Grande do Sul (Mampituba). A música e a festa de São Roque são destacadas como elementos singulares, um fio condutor para narrar à história dessa comunidade. Metodologicamente baseia-se na pesquisa qualitativa, levantamento bibliográfico, material digital artigos, dissertação, teses. Os processos-crimes, correspondências entre autoridades locais e provinciais e registros de batismo. Está ancorada ao uso da história oral, como caminho interpretativo. O recorte temporal situa-se às décadas de 1970 – 1980, devido à fatores econômicos, político e sociais. O problema de pesquisa recai sobre as manifestações culturais da comunidade quilombola São Roque, tais como músicas e festas realizadas, que podem ser consideradas formas de constituição de uma identidade étnica na luta pelo pertencimento territorial? Ainda, poderíamos mencionar festa, música e memória, como um componente que diferencia a comunidade e que contribui de forma positiva para o fomento e a construção de uma identidade étnica? Os resultados pontuam a música e a festa, como espaço de ligação que aproximam a comunidade nos festejos aos santos de devoção, recriando a identidade da comunidade e alimentando o sentimento de pertença. Oportunizando a estabilidade de determinada cultura quilombola, enquanto um espaço-tempo intrinsecamente relacionado à rotina diária e enquanto um lugar de produção identitária ligada à festa, à música, a terra e ao trabalho. / The present research seeks to evidence and reconstruct the history of the struggle of the remnants of the São Roque / Pedra Branca Quilombo, for the recognition of 10 their territory, as well as for the consolidation of their ethnic identity. São Roque Quilombo is located in the extreme South of Santa Catarina (Praia Grande) and the North of Rio Grande do Sul (Mampituba). The music and the festival of São Roque are highlighted as unique elements to guide anarrate of the history of this community. Methodologically, the text is based on a qualitative research, bibliographic survey, digital material articles, dissertation and theses, as well on criminal processes, correspondence between local and provincial authorities and baptismal records. Above all, it isanchored on the use of oral history as an interpretive path. The temporal cut lies in the 1970s - 1980s, due to economic, political and social factors. The research problem lies in the cultural manifestations of the quilombola community, such as songs and celebrations that can be considered forms of the constitution of an ethnic identity in the struggle for territorial belonging. Still, could we mention party, music and memory as a component that differentiates this community and which contributes positively to the promotion and construction of an ethnic identity. The results points to music and party as a space of connection that brings community together in devotion to its saints and songs, recreating the identity of the community and nourishing the feeling of belonging. These elements opportunities and stabilize a certain quilombola culture as a space-time intrinsically related to daily routine and as a place for the reproduction of identity linked to the party, the music, the land and work.

É expressiva no espaço urbano brasileiro a presença de um grande número de moradores vivendo em situação de risco e vulnerabilidade social. Isso é visível diante da precariedade de suas moradias, da infraestrutura dos bairros, da condição socioeconômica entre outros fatores, chamando a atenção para a rapidez com que essas moradias favelas - se proliferaram na cidade de Londrina. Diante deste contexto, esta tese tem como objetivo desenvolver um estudo centrado nas reflexões sobre o pertencimento ao lugar favela por parte dos moradores do Jardim União da Vitória VI, localizado na zona sul da cidade de Londrina, bem como analisar a temática sobre o termo lugar e do conceito de favela. Além disso, averiguar sua percepção por um grupo de pessoas, e alunos do 7ºano de duas escolas públicas localizadas na área de estudo ou próxima, e as intervenções do poder público local na elaboração e implantação de politicas públicas, levando em conta a questão habitacional e o contexto histórico da formação da cidade de Londrina. / It is expressive in the Brazilian urban area the presence of a great number of dweller living in a risk situation and social vulnerability. It is visible before preciosity of their dwellings, the districts infrastructure, social-economic condition among other factors, calling the attention to rapidity with which theses dwellings shanty town, proliferate in Londrina city. Ahead this context, this thesis has as objective develops a center study in the reflection about the belonging to the shanty town place by its dwellers of Victory Union Garden VI, situated in the South Zone of Londrina city, as well as to analyze the theme about place term and the concept of shanty town. Beyond that, ascertain its perception by a group of people, and pupils of 7º year of two public schools situated in the study area or close to it, and the local Public Authority interventions in elaboration and implementation of public politics, taking in account the housing issue and the historical context of the formation of Londrina city.

The behavioural changes which result from expansion and popularity of online platforms can be observed in day to day activities such as buying tickets, ordering food, and communicating with friends and family. From a technical perspective these platforms utilise similar technologies and infrastructures (e.g. the Internet, servers, and databases), however there are numerous conceptual and functional differences which can be identified between them. This research is associated with specific types of online platforms which are commonly referred to as Web 2.0 platforms. Popular examples of such platforms include Wikipedia, YouTube, and Facebook. These platforms rely upon user generated content and benefit from users’ collaborative efforts. Users’ efforts can be considered as a resource, and a possible objective in associated projects could be to optimise the outcome of such efforts. In many cases, this can be accomplished by influencing users’ Online Behaviour (OB). In Web 2.0 platforms, OB can be influenced by various factors, and among them Sense of Belonging (SB) has been highlighted by many previous researchers as a significant factor. While the literature suggests a significant association between SB and OB in Web 2.0 platforms, this research identifies a gap in the existing literature in regards to SB due to its qualitative nature and the dependency of associated investigations on human interaction. In addition to the subjective nature of such investigations, other practical challenges can be associated with measuring SB in Web 2.0 projects. Firstly, considering the demographical, cultural and lingual diversity of users in many Web 2.0 platforms, such investigations can be complex and therefore expensive. Secondly, investigating SB cannot be performed in real time which can result in extended timelines for gathering data. Thirdly, in early stages of Web 2.0 projects in which the concept is being defined and the platform is being developed, the users might not yet exist, and hence investigating their SB and OB may not be an option. Finally, without an existing platform and community, there is nothing to belong to, and hence SB might not exist to measure or investigate. As an attempt to fill the identified gap and provide practical solutions for highlighted challenges in Web 2.0 projects, this research introduces a new factor, and investigates its association with OB. Virtual Belonging (VB) is proposed as a factor built upon suggested elements for SB, and based on a new perspective towards Web 2.0 features. Furthermore, in any Web 2.0 platform, VB can be quantitatively defined, compared, and analysed. This research suggests three dimensions for VB, and their associations with OB are hypothesised. To test the research hypotheses, a Web 2.0 platform was developed in association with a student poetry competition in the University of Manchester, and it was used as the vehicle for an experiment (available at epsPoetry.com). The platform includes a bespoke Tracking System that has been specifically designed and developed to assist with this investigation. Also, Ethical Approval was obtained from the University’s Ethics Committees for the use of the data collected by the Tracking System from the individuals who have agreed to take part in this research and used the platform between March 2013 and July 2014.VB’s dimensions are presented in this research as a hierarchy with three distinct levels, namely Inclusion, Involvement, and Influence. The results show a significant association between every dimension of users’ VB and their OB. On this basis, this research proposes VB as a predictive factor for OB in Web 2.0 projects. The findings can provide practical guidance and directions for Web 2.0 project managers, particularly in the early stages of such projects in which the existence of users and their interactivity with the platform can only be an assumption, and hence obtaining qualitative data (such as SB) may not be an option.

The Suffering South offers a cultural history of a yellow fever epidemic that swept through the Mississippi Valley in 1878. It argues that the yellow fever narratives created during this epidemic constituted a discursive attempt by Southerners to renegotiate Southern identity and social hierarchy following the Civil War and Reconstruction. White Southerners, in particular, used the epidemic as an occasion to foster a return to a more traditional foundation of white supremacy and patriarchy as the basis for Southern identity and belonging. The narratives written by these Southerners, in which they described their experiences with yellow fever and the effects of its epidemic ravages, thereby illustrate an explicit attempt to culturally redeem the South following the successful political Redemption of the region. Using themes and stock characterizations of heroes and villains that would have been readily familiar to a generation of Southerners who had lived through the Civil War and Reconstruction, these narratives presented the idealized Southerner as white and male. In turn, they castigated non-native outsiders, racial and ethnic minorities, and women who went outside of the prescribed social norms of their race, class, or gender. These narratives also acted to justify the racial disparity in the distribution of the relief generated by the national humanitarian response to the epidemic’s incredible scope and severity. In doing so, Democratic Redeemers directed money, medical attention, and rations away from African American communities in the South as evidence of their belief that these Southerners did not deserve equal access to aid as a right of citizenship. Finally, the memory of the epidemic continues to rely on these traditional primary sources which present the experience of yellow fever in 1878 through the written memories of white Southerners. The efforts to solidify the patriarchal, white-supremacist basis for Southern identity and belonging implicit in these sources continues to effect the historical narrative presented in commemorations and official histories. Yellow fever can be understood, then, not only as a physiological disease, but as a cultural construction encompassing a set of ideas that helped to maintain hierarchies of belonging and identity in the South. This dissertation thus follows in the steps of historians who have studied epidemics and other natural disasters to illuminate social and cultural hierarchies of power. It likewise examines how relief and public health efforts reinforced those hierarchies in the epidemic’s immediate aftermath and builds on the work of memory scholars to illustrate how the collective memory of the event continues to either reinforce or challenge those hierarchies over time.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The Geography has as object of analysis the relationship between society and nature and, in this context, environmental issues is strongly marked in its speech. The maps reveal a complex and valuable language for understanding the geographic space. The School Cartography, in the approach of study place, can contribute significantly to the study of environmental issues, specifically the Environmental Education, which brings out the problem: what is the extent that students of Dom Pedro I Basic State School know and identify the environmental problems in your living space? In this sense, this study has the general objective to contribute to geographical studies of School Cartography emphasizing environmental problems Quevedos / RS. To the achievement of the research problem response and to better detail the general objective, the specific objectives are defined as: to know and characterize the reality of the Dom Pedro I Basic State School, focusing on environmental education; to understand the environmental awareness of high school students, as conscious mappers, through the construction of mental maps, stimulating and awakening the creativity; to develop a digital resource for teaching and learning linked to School Cartography (hypermap) that allows a dialogue between the local environmental reality and the theoretical conceptions of environmental education; and to evaluate the effectiveness of the proposed resource for the implementation of environmental education in place. The scientific method used was phenomenological and the approach was qualitative and descriptive. Based on the survey results, it is believed that the practices linked to local environmental understanding, as the construction of mental maps, the use of teaching materials aimed at the municipality (hypermap) and systematic reflection and written on their environmental reality, can contribute to the space understanding and temporary truths about the "world" in an articulated way, inter-relational and systemic, allowing a think more reflective and awakening the belonging feeling and the students identity. / A Geografia possui como objeto de análise a relação sociedade-natureza e, neste contexto, a temática ambiental é fortemente marcada no seu discurso. Os mapas revelam, então, uma complexa e valiosa linguagem para a compreensão do espaço geográfico. A Cartografia Escolar, sob o enfoque do estudo do lugar, pode contribuir significativamente com o estudo das questões ambientais, mais especificamente com a Educação Ambiental, o que faz emergir o problema: em que medida os alunos da Escola Estadual de Educação Básica Dom Pedro I, conhecem e identificam os problemas ambientais existentes em seu espaço vivido? Nesse sentido, o presente estudo teve como objetivo geral contribuir para estudos geográficos de Cartografia Escolar enfatizando problemas ambientais de Quevedos/RS. Para a concretização da resposta ao problema de pesquisa e para um melhor detalhamento do objetivo geral, delineou-se como objetivos específicos: conhecer e caracterizar a realidade da Escola Estadual de Educação Básica Dom Pedro I, sob o enfoque da Educação Ambiental; compreender a percepção ambiental dos alunos do Ensino Médio, como mapeadores conscientes, por meio da construção de mapas mentais, estimulando e despertando a criatividade; desenvolver um recurso digital de ensino e aprendizagem vinculado a Cartografia Escolar (Hipermapa) que permita um diálogo entre a realidade ambiental local e as concepções teóricas de Educação Ambiental; e avaliar a eficiência do recurso proposto para a concretização da Educação Ambiental no lugar. O método científico utilizado foi o fenomenológico e a forma de abordagem foi qualitativa e descritiva. Com base nos resultados da pesquisa, acredita-se que as práticas vinculadas ao entendimento ambiental local, como a construção de mapas mentais, a utilização de materiais de ensino voltados ao município (Hipermapa) e a reflexão sistematizada e escrita sobre a sua realidade ambiental contribuem para o entendimento do espaço e das verdades temporárias sobre o mundo de modo articulado, inter-relacional e sistêmico, permitindo um pensar mais reflexivo e despertando o sentimento de pertencimento e de identidade dos educandos.

This dissertation aims to address actual needs/issues identified within Pretoria. The Berea Park precinct has become a proverbial rotten apple. The negative connotations linked to this site are tainting the image of the area. It is also having a negative effect on the safety and social grain of the neighbourhood. The neglect and vandalism that Berea Park has suffered can in part be contributed to a lack of ownership accountability. To address this, an appropriate, relatable architectural intervention is required. The theory of “Belonging” is explored as an approach to inspire the appropriation of Berea Park. The theory is based on the premise that architecture is informed by the activities that occur within the spaces. This is partially because the activities associated with a space contribute to the identity we attach to this specific space. Identity becomes particularly important when working with a site with such a rich heritage, a site that has featured extensively in the development of Pretoria’s sport and recreational scene. Both the tangible and intangible heritage of the site should play an imperative role in informing the new design. The intention is to regenerate Berea Park by means of small scale interventions. This is done by inserting activity and ritual driven architecture into the existing fabric of Berea Park. The tangible and intangible heritage of Berea Park act as guiding grids that inform the arrangement of these interventions. Design is further informed by the fact that sport is still actively being practised at this damaged, dilapidated site. This clearly reflects the need for publicly accessible sports facilities within Pretoria. Sensitive interaction between the new and the existing architecture is required. To achieve this a contrast between old and new is created to ensure that both are celebrated and clearly distinguishable. The current structural grid and planning are offset by a strict set of zones that run horizontally across the site. These zones become lightweight steel boxes that either fit into the existing, stereotomic building envelope or extend out towards the sport fields. Ideally the architectural intervention will strengthen the relationship between architecture and users. / Dissertation MArch(Prof)--University of Pretoria, 2014 / Architecture / MArch(Prof) / Unrestricted

Doctor of Philosophy / Curriculum and Instruction Programs / Kakali Bhattacharya / Thomas Vontz / The purpose of this study was to better understand constructs of national identity in transnational space by illuminating the processes and relations of national identity disruption and development. This study is pertinent as cultural and social identities are traditionally framed by nation-centric processes in education. However, the effects of globalization continue to transform education through learning abroad initiatives and changing migration behaviors, which necessitates perspectives de-centering the nation as an assumed boundary. The theoretical framework for this study was transnationalism. A transnational perspective has brought new focus to educational research and national identity development by questioning the multiculturalist assumption of nationality as stable national identity and exploring the concepts of national identity and nationalism in transnational spaces created by globalization. The methodological approach was critical autoethnography as informed by narrative inquiry, in which I critically examined my own disruptive experience as a teacher in the Marshall Islands by engaging in retellings of experiences with one of my former Marshallese students as an informant. The method of interactive interviewing with an informant was necessary to develop a critical lens and to connect individual reflexivity with writing ethnographically to relate to broader human experience. Qualitative coding methods were applied to our retellings as thematic analysis to categorize accounts in the narrative. Finally, writing as a method of inquiry and analysis was used to explore emotions, positionality, and perspective. Through iterations of performing narrative with the informant and applying narrative analysis I found that the theme of belonging was apparent as a personal feeling in our narrative. Recognizing this as the theme posed another question; how does this address the original guiding question: what is a sense of belonging in terms of relations and processes? To answer this I considered space-sensitive understandings of belonging as a transnational perspective. This conclusion reconceptualized and grounded national identity development in the materiality of belonging as a feeling to reflect (1) the material consequences of physical characteristics, (2) the allocation of resources, and (3) language as power. In curriculum and instruction, this understanding of belonging as process could reinforce the ideological inclusivity of multiculturalism while liberating constructs of identity from the constraints of the nation. This perspective could have implications on the development of students’ national and transnational identities, allowing for the recognition of diversity without diminishing issues of difference such as racism, sexism, classism, and xenophobia in society creating students capable of celebrating difference while recognizing inequity and promoting social critique.