Made available in DSpace on 2016-04-26T14:58:10Z (GMT). No. of bitstreams: 1 Regina Maria Eneas.pdf: 2434577 bytes, checksum: 8eb88e61c946ad5182c8d61825dac4df (MD5) Previous issue date: 2010-05-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / After a decade of this new millennium, it is still possible to see that concepts such as technology, which define this new era, are still not understood within the complexity and seriousness in which they should be. When these concepts define a professional category, its specific performance and its place in the business market, this fact is even more serious making this new professional an obsolete being, poorly understood and marginalized. This is the case of technologists in Brazil, professionals trained by the College Courses on Technology (Cursos Superiores de Tecnologia, CST), being classified in Brazil as higher education courses with a usual duration of 2 to 3 years. The CSTs are a new kind of education existing in Brazil for just over 30 years, and are trying to find its place in the business market and gaining prominence in the media and society only after the year of 2002. However, the CSTs are boycotted not only by society which ignores its rules and characteristics, but also by Institutions of Higher Education and by the Brazilian government, that not only wreck the education of students who opt for this kind of education but also turned them into objects of maneuver and support of neoliberal policies that leads our country since 1990. This thesis has thus the purpose of scrutinizing the relations involving the formation of the Brazilian technology, analyzing it from three areas: economic, social and political. Based on qualitative research and professional experience as a teacher and coordinator of this kind of course, I propose to examine positive and negative aspects of this issue which can allow the construction of a positive cultural identity of these specialized professionals and which can be important to the educational development of this country / Após uma década deste novo milênio, ainda é possível constatar que conceitos como tecnologia, que definem esta nova era, ainda não são compreendidos dentro da complexidade e seriedade que deveriam. Quando estes conceitos definem uma categoria profissional, seu exercício específico e seu espaço no mercado de trabalho, tal constatação é ainda mais grave, pois torna este novo profissional num ser obsoleto, mal compreendido e marginalizado. Este é o caso dos tecnólogos no Brasil, profissionais formados pelos Cursos Superiores de Tecnologia, CST, que são classificados no Brasil como cursos de educação superior e que geralmente são cursados entre 2 e 3 anos. Os CSTs são uma nova modalidade de ensino que vêm, no Brasil, há pouco mais de 30 anos, tentando achar seu lugar no mercado de trabalho e ganhando destaque na mídia e na sociedade apenas a partir de 2002. No entanto, os CSTs são boicotados não só pela sociedade que desconhece suas normas e características, mas também pelas Instituições de Educação Superior e pelo próprio governo brasileiro que, além de sucatearem o ensino dos discentes que optam por esta modalidade educacional, os têm transformado em objeto de manobra e sustentação da política neoliberal que conduz nosso país desde 1990. Esta tese tem, assim, o objetivo de esmiuçar as relações que envolvem a formação do tecnólogo brasileiro, tratando-a em três eixos: econômico, social e político. Com base em pesquisa qualitativa e vivência profissional enquanto docente e coordenadora de curso desta modalidade, proponho-me a analisar aspectos positivos e negativos deste tema e que, em seu enfrentamento acadêmico e social, possam permitir a construção de uma identidade cultural positiva desses profissionais especializados e importantes para o desenvolvimento educacional deste país

Este projeto de pesquisa teve como objetivo principal investigar, analisar e interpretar comparativamente processos de patrimonialização e musealização da cultura com vistas à (re)configurar e/ou fortalecer uma identidade iberoamericana. A proposta também teve por finalidade identificar de que forma coleções e/ou exposições de determinada cultura atuam no sentido da comunicação intercultural, de que forma estas ações museais são apreendidas pelo público. A consecução desses objetivos e finalidades deste estudo foi viabilizada por meio da identificação dos instrumentos e estratégias que os museus têm adotado na elaboração e execução de suas atividades de modo a promover diálogos culturais e dar voz às alteridades Por meio da execução deste projeto objetivou-se, também, contribuir para o debate sobre pontos centrais da investigação científica na atualidade, quais sejam: quais os processos que utilizados visando a construção de pontes entre culturas; de que forma a ciência antropológica é (ou pode ser) utilizada como fundamento para as estratégias utilizadas; como as atividades desses museus são apreendidas pelos públicos que os visitam; e de que maneira os museus enfocam a dicotomia nós-outros e se organizam para possibilitar a polifonia cultural. / This research project has the main objective to investigate, to analyse and to interpret comparatively two processes: musealization and been transformed to heritage of the culture with a view to (re)configure and/or strengthen an ibero- American identity. The proposal also aimed to identify how collections and / or exhibitions of a particular culture act towards intercultural communication, how these museological actions are perceived by the public. The achievement of these objectives and purposes of this study was made possible through the identification of the instruments and strategies that museums have adopted in the drafting and execution of their activities in order to promote cultural dialogue and giving voice to otherness Through the implementation of this project aimed to also contribute to the debate on the central points of scientific research today, namely: what processes were used aiming to build \"bridges between cultures\", how the anthropological science is (or can be) used as a basis for the strategies used, how the activities of these museums are apprehended by the public who visit them, and in what way the museums centre its attention on the dichotomy weothers are organized to enable cultural polyphony.

Cette thèse de doctorat a pour objectif d’étudier le rôle et la fonction de la tradition et des innovations dans la création de nouveaux textes rituels dans l’Égypte ptolémaïque. L’étude est concentrée sur une analyse approfondie de l’organisation structurelle et de la composition rituelle d’un des rituels les plus élaborés et les plus complexes que nous connaissons dans l’Égypte ptolémaïque: le rituel du couronnement du faucon sacré à Edfou, représenté sur le mur d’enceinte du temple. Les sources disponibles suggèrent que ce rituel est une nouvelle composition de l’époque ptolémaïque dans laquelle des traditions sont associées à des traits nouveaux, ce qui ouvre la possibilité d’une analyse sur le rôle et la fonction de la tradition dans ce rituel, sur l’étendue de l’originalité de la composition, et sur les processus de composition et d’édition qui ont abouti à la création de ce nouveau rituel. L’analyse de l’organisation structurelle du rituel a montré que l’ordre des scènes rituelles sur la paroi ne correspond pas nécessairement à celui dans lequel les actes rituels étaient exécutés dans la réalité et que rituel n’était pas nécessairement effectué là où il se trouvait représenté. Ces conclusions ont débouché sur une nouvelle reconstruction de la séquence rituelle du couronnement du faucon sur la base des inscriptions hiéroglyphiques. De plus, en s’appuyant sur une analyse approfondie des sources textuelles, iconographiques, lexicographiques et archéologiques, une nouvelle identification des lieux où se déroulait le rituel dans le domaine du temple d’Edfou a été proposée. / This research project investigates the role and function of tradition in the composition of new ritual texts in Ptolemaic Egypt on the basis of an in-depth analysis of the structural organisation and ritual composition of one the most elaborate and complex temple rituals known from Ptolemaic Egypt: the coronation ritual of the sacred living falcon. The available source material suggests that this ritual was a new composition of the Ptolemaic period in which tradition was merged with contemporary ideas. An investigation of the interrelations of the ritual texts and iconographic themes of this ritual with other textual and iconographic materials enabled us to investigate the role and function of tradition in the ritual, to identify the editorial processes to which the new composition was subjected and to reach conclusions on the extent of originality and the conceptualisation of innovation in ancient Egyptian ritual composition. The analysis of the structural organisation of the ritual on the temple walls has shown that the order of the ritual scenes on the temple walls does not necessarily reflect the order in which the ritual took place in reality and that the ritual was not necessarily carried out in the specific location where it is depicted on the temple walls. These findings resulted in a new reconstruction of the ritual sequence of the coronation ritual of the falcon based on the hieroglyphic inscriptions. On the basis of textual, iconographic and lexicographic material combined with an analysis of the archaeological sources a new identification was proposed of the various locations in and around the Edfu temple domain where the ritual was carried out.

Les organisations du service public sont particulièrement concernées par l'instrumentation intensive de leur gestion. A cet effet, le management public mobilise des outils de gestion issus du secteur privé tout en composant avec des organisations de type wébérienne.En 2008, la création d'un nouvel organisme, Pôle emploi, issu de la fusion de l'Assedic et de l'ANPE est une opportunité pour étudier les outils mobilisés à cette occasion.Suite à la fusion, Pôle emploi fait face à de nombreux bouleversements d'ordre identitaire, culturel et organisationnel. Ils concernent tout autant la ligne managériale que les agents, à la fois tiraillés entre les acquis historiques de leurs institutions d'origine et les nouveaux repères qui forgent cette nouvelle institution publique. La solution opérationnelle se traduit par l'instrumentation de son management autour du dispositif de gestion Système de management par la qualité. Notre étude de cas décrypte la trajectoire longitudinale de l'outil de gestion, amené à s'adapter pour légitimer la philosophie gestionnaire de performance qu'il porte. Nous interrogeons les acteurs d'un pôle emploi régional, plongés dans un jeu social complexe dominé par un changement organisationnel et gestionnaire imposé par le sommet, sous la pression d'un contexte de crise et de chômage endémique.Cette étude s'articule sur deux questions de recherche. La première repose sur la perception des acteurs managériaux qui contrôlent le Système de management par la qualité et celle des acteurs utilisateurs qui le pratiquent. La deuxième interroge les stratégies que développent ces mêmes acteurs, issus de groupes professionnels distincts. Dans une approche contextualiste et dynamique, notre cadre d'analyse s'articule autour de la théorie des instruments, la théorie de la régulation sociale et la théorie néo-institutionnaliste. L'enjeu repose sur la conciliation des cultures-métier et managériales historiquement ancrées en vue d'imposer progressivement une culture commune parmi les employés de Pôle emploi. / The public service organizations are particularly concerned with the intensive instrumentation management. To this end, the public management mobilizes tools from the private sector while dealing with organizations Weber.In 2008, the creation of a new agency, Pôle emploi, in charge of employment, resulting from the merger of a private organization (Assedic) and a public one (ANPE).After the merger, Pôle emploi faces numerous upheavals of identity, cultural and organizational order. They concern just as much the managerial line than the agents, at the same time pulled between the historic experiences of their institutions of origin and the new marks which forge this new public institution.The operational solution is translated by the instrumentation of its management around the Quality management system. Our case study deciphers the longitudinal trajectory of this management tool, brought to adapt itself to legitimize the philosophy administrator of performance whom it carries. We question the actors of a regional employment agency, plunged into a complex social game dominated by an organizational change and the administrator been imperative by the summit, under the pressure of a context of crisis and endemic unemployment.This study focus on two research questions. The first one bases on managerial actors' perception who control the Quality management system and on user actors who practice it. The second questions the strategies which develop the same actors, stemming from different professional groups. In a contextualiste and dynamic approach, our framework articulates around the theory of instruments, the theory of the social regulation and the new institutional theory. The stake bases on the conciliation of the cultures-job and managerial historically anchored to impose gradually a common culture among Pôle emploi employees.

Esta dissertação trata da importância da preservação da cultura local, na cidade de São Luis do Paraitinga, no interior do Estado de São Paulo. O sentimento de pertencer a um grupo, partilhando valores, ideais e crenças comuns motiva essa população a comemorar e dessa forma preservar suas festas tradicionais, uma rica e diversificada cultura popular. A pesquisa aqui apresentada buscou conhecer como os processos comunicacionais dessa localidade se relacionam com as suas manifestações culturais, mas deteve-se no estudo da comunicação radiofônica, com ênfase na rádio comunitária da cidade. Foi procurar indícios de como a Rádio Paraitinga pode estabelecer um processo comunicacional, em comunhão com a concepção de vida, dos valores éticos, estéticos, artísticos e religiosos da comunidade. Como compreende, participa e desenvolve os laços de identidade e de pertencimento. Como a comunidade se identifica com a Rádio. Como vinculam sua intensa vivência do cotidiano à emissora. O estudo apresenta, em suas considerações finais, importantes dados indicadores do quanto a rádio da cidade responde a essas questões e sugere ações para que ela efetivamente exerça seu papel junto à comunidade, ações que realmente possam identificá-la como comunitária e, dessa forma, contribuir para a preservação das manifestações culturais. / This study says about the importance of the local culture preservation, in the city of São Luis do Paraitinga, interior of São Paulo. The feeling of belonging to a group, sharing values, ideals and common beliefs motivate this population to celebrate and therefore preserve their folk festivities, a rich and diversity popular culture. The following research meant to know how the communicational processes of this place relate to their culture manifestations, but privileged the radiophonic communication, focusing the city community radio. Searched hints how the Paraitinga Radio can establish a communication process, in congruent with their life conceptions, ethical, aesthetical, artistical and religious values. As understanding, sharing and developing their identity and belonging bonds. As the community identify itself with the Paraitinga Radio. As sharing their intense way of life with the radio station. In its final considerations, the research shows important indicating data of how the city radio answer this questions and its recommends actions that can really identify than as community and therefore to contribute to the preservation of the cultural manifestations.

The 1970s were a period of renaissance for the crafts in Britain, often referred to as a craft revival. The creation of national organisations and infrastructures to support craft, and define its identity, played a crucial role in this. The received craft revival narrative focuses on the Crafts Council of England and Wales, with its emphasis on raising the status of craft and promoting it as fine art, largely through the efforts the Minister for the Arts, Lord David Eccles. The narrative in Scotland was very different, and is a story that until now remains untold. Scotland had its own national agencies with responsibility for the crafts. But instead of having a focus on the arts, they were tasked with addressing Scotland’s economic decline, and saw an opportunity to develop Scottish craft as both an industry and a product. The emphasis was not on promoting craft as fine art as in England and Wales, but rather on developing craft as commodity. Borrowing from Adamson’s thesis that as a form of cultural production, ‘craft is itself a modern invention’ (Adamson 2013 p. xiii), this thesis will analyse how Scottish development organisations in the 1970s attempted to promote and invent Scottish craft as an industry and product, and how those involved in the making of Scottish craft responded to this. In order to do this, it will examine the origins of the 1970s craft revival in Britain, the legacy of the invention of modern Scottish craft, and the two development agencies tasked with its invention in the 1970s: the Highlands and Islands Development Board, and the Scottish Development Agency. This thesis makes an original contribution by telling the Scottish side of the 1970s craft revival story. It also addresses wider issues that have received little critical attention in craft history, namely the relationship between craft and commodification, and the tension between modernity and tradition in the invention of modern craft.

A cidade de São Luiz do Paraitinga, localizada no Vale do Paraíba, estado de São Paulo, nos primeiros dias do ano de 2010, foi atingida pela maior inundação de sua história. As águas do rio Paraitinga subiram aproximadamente doze metros acima de seu leito habi-tual, causando a destruição de grande parte do patrimônio histórico arquitetônico e causando diversos prejuízos à população atingida. O processo de reconstrução da cidade foi marcado por ter a cultura local como pro-tagonista que, em diversas situações obrigou o poder público e os órgãos de preservação do patrimônio histórico a reverem projetos pré-concebidos e contemplar a identidade local como objetivo primordial. Para estudar a cultura popular protagonizando o processo de reconstrução de São Luiz do Paraitinga, primeiramente apresentei o lugar que a memória e as manifestações da cultura popular têm na construção da identidade da cidade. Diretamente envolvido no pro-cesso que também era meu objeto de estudo, coletei uma rica documentação que, com minha vivência, fundamentou a análise apresentada. Nela, ressalto o lugar central que o modo de viver dos moradores ocupou em diferentes momentos ligados à tragédia ocorrida, às ações voltadas para a retomada da normalidade e à reconstrução do que havia sido destruído. A experiência trouxe contribuições relevantes não só para a vida pública de São Luiz do Parai-tinga, como para a reflexão acerca das situações resultantes de tragédias que alteram a vida de cidades, transformando completamente seu cotidiano e envolvendo ações e relações ex-cepcionais de órgãos públicos, entidades coletivas e da população. / The city of Sao Luiz do Paraitinga, located in the Paraiba Valley, State of Sao Paulo, in the first days of calendar year 2010, was hit by the biggest flood in its history. The waters of the river Paraitinga rose about twelve meters above its usual riverbed, causing destruction of a great portion of the architectural heritage and causing several damages to the affected population. The process of reconstruction of the city had the local culture in a leading role since in various situations the government and agencies responsible for national heritage preser-vation were forced to review pre-designed projects and contemplate the identity of that community as an essential goal. In order to study this leadership of popular culture in the process of rebuilding São Luiz do Paraitinga, I first brought up the significance that memory and expressions of pop-ular culture have for the identity of the town. Directly involved in the process, which was also my object of study, I collected rich documentation that along with my experience jus-tified the analysis presented. In that analysis, I highlight the main role that peoples life-style played in different moments which are linked to the tragedy that occurred, to the ac-tions taken to return to normality and to the reconstruction of what had been destroyed. The experience brought significant contributions, not only to the people of Sao Luiz do Paraitinga, but also to the understanding of situations resultant from disasters that change the living conditions in cities, completely transforming its daily routines as well as the practices of governmental and collective agencies and the population.

Made available in DSpace on 2016-03-15T19:42:58Z (GMT). No. of bitstreams: 1 Lara Cristina Merlini Coninck.pdf: 13955115 bytes, checksum: fd2ae1bbc80d797e66ee725a0c9cf7ec (MD5) Previous issue date: 2014-12-17 / This study had as its main objective to examine the presence of preservation of the cultural identity of São Luiz do Paraitinga within its school environment. The research sought to contribute to the preservation of the town s cultural identity, highlighting for the school community the importance and wealth of its historic, folkloric, and cultural data, and the importance of schools in the preservation of local culture. From the starting point of gathering information about the town, its history, culture, rural culture, folklore, tangible and intangible cultural heritage (encouraged by Pesavento, Cascudo, Rios), tourism, celebrations, and natural events such as the flood of 2010, there followed a stepping into the school universe to become familiar with practices aimed at socialization/appropriation of the town s cultural characteristics. The town has nine schools located in rural and urban areas, from which were chosen five primary schools as the object of the research, the most central of which received a more detailed investigation, it having achieved good results in the Primary Education Development Index. The theoretical foundation involved the following themes; culture, school culture, the role of schools and teachers, education as culture, and the relationship between school and culture with authors such as Perrenoud, Brandão, Florestan Fernandes. Research was carried out by means of the following methods; participant observation, interviews, narratives, and document analysis relying on Bauer and Gaskell, Ludke and André. Participant observation brought a better understanding of the reality of the schools; availability of school places for pupils, data concerning registered pupils, school location, and especially projects developed regarding the research theme and the participation of teachers and students in the same. Documents analysed were sought in the schools and in the local education board. Interviews and narratives were employed with teachers and town residents who offered their opinions on the culture of the town and its preservation, their own experiences regarding this theme, and the presence in schools, or lack thereof, of projects aimed at preserving local culture. Existing school projects were analysed for the presence of local culture, folklore, and the preservation of cultural identity. Projects such as Rescuing the river , Holy Spirit Festival , Music of Elpídio dos Santos , and National Day were developed in four schools, with at least one project in each. Eight projects were developed in the focus school, highlighting the Memories and Identities project, obviously aimed at the dissemination and preservation of local culture. It was concluded that there is a concern for the presence of some form of local culture in schools, albeit with projects connected to celebrations and without pupil participation in their construction, and little participation in their development; the pupils are recipients of proposals and information. There is little community participation in schools, despite an increase in 2014. Generally there is no clear stance from schools, teachers, coordinators and principals with regard to the necessity of including specific activities tailored to the preservation of the town s cultural heritage. Thus, we see the need for investment in the dissemination of local culture in schools and in teacher training, that they may be involved effectively in the preservation of culture in São Luiz do Paraitinga. / Este estudo teve como principal objetivo analisar a presença da preservação da identidade cultural da cidade de São Luiz do Paraitinga no ambiente escolar. A pesquisa buscou contribuir para a preservação da identidade cultural da cidade, evidenciando para a comunidade escolar a importância dos seus dados históricos, folclóricos e culturais, mostrando a riqueza que esta possui e a importância da escola no contexto da preservação da cultura local. A partir do levantamento de dados sobre a cidade, sua história, cultura, cultura caipira, folclore, patrimônio material e imaterial (apoiando-se em Pesavento, Cascudo, Rios), turismo, festividades e acontecimentos naturais como a enchente de 2010, buscou-se adentrar o universo escolar para conhecer práticas voltadas para a socialização/apropriação das características culturais da cidade. A cidade tem nove escolas distribuídas nas áreas rural e urbana; destas foram escolhidas cinco escolas do Ensino Fundamental I como objeto da pesquisa, com aprofundamento em uma delas, a mais central da cidade, que alcançou bons índices no IDEB (Índice de Desenvolvimento da Educação Básica). O embasamento teórico envolveu os temas: cultura, cultura escolar, papel da escola e dos professores, educação como cultura e relação entre escola e cultura com autores como, Perrenoud, Brandão, Florestan Fernandes. Para o desenvolvimento da pesquisa foram adotados os seguintes procedimentos metodológicos: observação participante, entrevistas, narrativas e análise documental contando com Bauer e Gaskell, Ludke e André. A observação participante permitiu conhecer a realidade das escolas, como: oferecimento de vagas, dados sobre alunos matriculados, localização e, especialmente, os projetos desenvolvidos sobre a temática da pesquisa e a participação nestes de professores e alunos. Os documentos analisados foram buscados nas escolas e na Secretaria de Educação Municipal. Entrevistas e narrativas foram utilizadas com os professores das escolas e com moradores da cidade, que expuseram suas opiniões sobre a cultura da cidade, a preservação dessa cultura, as situações vivenciadas nesse contexto e a presença (ou não), nas escolas, de projetos voltados para a preservação da cultura local. Com relação aos projetos escolares existentes procurou-se identificar a presença da cultura local, do folclore, da preservação da identidade cultural da cidade. Projetos como Resgatando o rio , Festa do Divino , Moçambique , Música de Elpídio dos Santos , Dia da Pátria , Festa Junina Chi, Pul, Pul foram desenvolvidos em quatro escolas, ao menos um em cada uma delas. Na escola foco do estudo mais aprofundado, oito projetos foram desenvolvidos, destacando-se o de título Memórias e Identidades, claramente voltado para a disseminação e preservação da cultura local. Conclui-se que há uma preocupação com a presença de alguma forma de cultura local na escola, embora os projetos sejam realizados pontualmente, em função das festas, sem participação dos alunos em sua construção e pouca participação em seu desenvolvimento; os alunos são receptores das propostas e das informações. Há pouca participação da comunidade na escola, embora tenha ocorrido um aumento dela no ano de 2014. De modo geral, não há posicionamento claro das escolas e de seus professores, coordenadores e diretores quanto a necessidade de incluir atividades específicas voltadas para a preservação do patrimônio cultural da cidade. Assim sendo, apresenta-se a necessidade de investimento na disseminação sistemática da cultura local nas escolas e formação para os professores, de modo a que efetivamente se envolvam na preservação da cultura de São Luiz do Paraitinga.

A Lei n° 10.639/2003 tornou obrigatório o ensino de História da África e Cultura Afro-brasileira nos estabelecimentos escolares do país. A partir disso, as religiões afro-brasileiras começaram a ser abordadas em sala de aula, como parte de um conjunto de práticas e valores de origem africana importante no desenvolvimento da população negra no Brasil. Este trabalho teve como objetivo estudar o modo como essas manifestações religiosas aparecem nos materiais didáticos, cursos de formação continuada de professores e, por vezes, na própria sala de aula a partir dessa Lei, assim como procurou identificar as tensões e negociações verificadas quando essas religiões saem de seus espaços de manifestação próprios, os terreiros, e adentram a escola. As relações entre a visão de mundo religiosa e do senso comum (presente nos discursos e práticas de professores e alunos praticantes de diferentes denominações religiosas: como o catolicismo, pentecostalismo etc.) com o ensino e aprendizado de valores vistos simultaneamente como religiosos e símbolos culturais étnicos (a serem mobilizados na constituição de identidades diferenciais) constituem, portanto, o foco desta pesquisa. / Law n. 10.639/2003 made the teaching of African and Afro-Brazilian Culture obligatory in Brazilian schools. In this way, the African-Brazilian religions started to be addressed in the classrooms as part of a set of practices and values of African origin important in the historical development of the Brazilian black population. This study aimed at analyzing how these religious expressions are approached in school text books, in continuing education courses for teachers and, in some cases, in the class room since the approval of this Law, as well as tried to identify the conflicts and the negotiations occurring when these religions leave their own traditional places, the terreiros, and move into the schools. The relations between the religious environment and the common sense (present in the discourses and the practices of teachers and students who are followers of different religions as Catholics, Pentecostals and others) and the teaching and learning of values seen at the same time as religious and ethnical cultural symbols (to be mobilized in the building up of differential identities), are, therefore the focus of this research.

No description available.