Thesis (D. Min.)--McCormick Theological Seminary, 1997. / Includes bibliographical references.

[pt] O presente trabalho tem como objetivo conhecer a relação entre o Museu Histórico, Folclórico e Pedagógico Monteiro Lobato (MHFPML) e a cidade em que se encontra - Taubaté, Estado de São Paulo (BR), buscando compreender os elementos envolvidos na construção desta possível conexão. Tradicionalmente, as pesquisas no campo museológico tendem a abordar a história dessas instituições em relação a si mesmas, ou seja, quando se abriram ao público leigo, as primeiras reflexões sobre as exposições, as ações educativas realizadas por esses espaços, entre outros aspectos. A relação do museu com as escolas também tem se configurado como temática de investigação. No entanto, há uma bibliografia reduzida que tenta entender o vínculo desses espaços com as urbes em que se localizam. A cidade, portanto, ainda não é suficientemente compreendida como um espaço de educação não formal que contribui para a formação da cidadania tanto quanto o museu e a escola. Para o desenvolvimento da pesquisa, priorizou-se a investigação qualitativa, com um trabalho de campo no MHFPML, onde foram realizadas entrevistas com visitantes do Museu e análise documental da Instituição e da cidade. Enquanto ferramenta metodológica, foi também realizada entrevista com alguns servidores públicos da prefeitura e pessoas ligadas à área da cultura de Taubaté. Apesar do município não fazer parte da Associação Internacional das Cidades Educadoras (AICE), para análise da relação entre o museu e a cidade foi necessário aprofundar esse conceito. Lefbvre, Lopes e autores do campo da Museologia e da Educação, como Desvallées, Trilla, Carvalho, Varine, entre outros, configuraram-se como referenciais para o estudo. Os resultados indicaram que mesmo a cidade não fazendo parte do roll de cidades educadoras ela pode se constituir como tal, e que a cidade e a sociedade precisam estar preparadas para acolher um museu que se propõe a ser instrumento de desenvolvimento social. Por outro lado, o museu também deve se organizar para acolher a cidade em que se localiza, com o cuidado de não se fechar em si mesmo, trazendo sempre a sociedade para dentro dos seus muros, de modo a propiciar um sentimento de pertença desta população em relação à instituição. Foi também possível constatar que Taubaté tem procurado estruturar suas políticas culturais com o intuito de favorecer, principalmente, o Museu Histórico, Folclórico e Pedagógico Monteiro Lobato, e também outras manifestações artísticas da cidade. Contudo, ainda falta muito para que, por exemplo, o título de Capital da Literatura Infantil deixe de ser apenas um título, assim como também é preciso percorrer um longo caminho para que a relação entre museu e cidade seja de fato estabelecida. Considera-se que quando houver uma maior escuta dos anseios da população por parte do Governo e uma maior preocupação dos órgãos públicos em relação à projetos de promoção da cultura - políticas públicas eficazes e contínuas -, Taubaté colocará em prática o título de capital da literatura infantil, bem como tornará a relação museu e cidade orgânica. / [en] The objective of this study is to know the relationship between the Historic, Folkloric and Pedagogic Museum of Monteiro Lobato and the city of Taubaté (São Paulo/Brazil) seeking to understand the elements involved in the construction of this possible connection. Traditionally, the researchs in the museological field trying to study the history of the museus in relation to themselves, for exemple: when they open to the general public, reflection about the exhibitions, educational programs and others aspects. The relationship between the museums and schcools are another usual theme of investigation in the museological field. However, there is a reduced bibliography that try to understand the bond of the museums and the citys that are located. The city, therefore, is not enough understood like a espace of non formal education that contributes to the formation of citizenship as well as museum and school. For the development of this research was prioritized the qualitative research with fieldwork in the Historic, Folkloric and Pedagogic Museum of Monteiro Lobato that are realized interviews with visitors of the museum and documentary analysis of the Institution and the city. As a methodological tool, was also interviewed with some public servants working in the city hall and people related to culture of Taubaté. Although the city not be part of the International Association of Educating Cities (IAEC), to analyze the relationship between the museum and the city was necessary to study this concept. Lefebvre, Lopes and authors of the field of Museology and Education, such as Desvallées, Trilla, Carvalho, Varine, among others, were set as reference for the study. The results indicate that even though the city is not part of the roll of educating cities, it can be constituted as such, and that the city and society must be prepared to host a museum that proposes to be an instrument of social development. On the other hand, the museum must also organize itself to host the city in which it is located, with the care of not closing in on itself, always bringing the society inside its "walls", in order to provide a feeling of belonging of this population in relation to the institution. It was also possible to verify that Taubaté has sought to structure its cultural policies in order to favor, mainly, the Historical, Folkloric and Pedagogical Museum Monteiro Lobato, as well as other artistic manifestations of the city. However, there is still a long way to go so that, for example, the title of Children s Literature Capital is no longer just a title, it is also a long way to go before the relationship between museum and city can be established. It is considered that when there is a greater listening of the public s yearnings for the government and a greater concern of the public organs in relation to the projects of promotion of the culture - effective and continuous public policies - Taubaté will be able to put into practice the title of capital of children s literature, as well as contribute to making the relationship between museum and city organic.

Made available in DSpace on 2016-06-02T19:39:02Z (GMT). No. of bitstreams: 1 2205.pdf: 2600606 bytes, checksum: 8d166e8247f61b699d49e364657dc55d (MD5) Previous issue date: 2008-08-26 / The cities building is interconnected to the logic of wealth s accumulation, guide of the capitalist society where we are in. In this way, the city comes up with segregated, divided and dominated spaces which do not allow good conditions for housings and urban infra-structure to a big quantity of people, giving new shapes and increasing the actual social inequality. This work understands the cities building as a complex relationship between a lot of social practices which interacts one to each other, sometimes more conflicting and sometimes less conflicting, and the study will be concentrated on the social practice urban transformations, carried through the public government, on regions occupied by low income s population . From the premise that on the social practices coexist educative process, through of what the participants of those practices learn and teach, this study looks to identify the educational process present on the social practice studied. The work characterize by it self as a qualitative research done from a case study, which configures as a urban area occupied by a low income s population, identified as Orfanato , located in the south area of São Carlos city, interior of São Paulo State. From the intervention of the municipal public government this occupation is being completely removed to a region in the other extreme of city, and what, besides the removal, contemplate the building of a housing state through the mutirão process that when putted families from some city s region together and under the municipal public government coordination, edify a new district. The removing process ends in an Orfanato's population dividing, where part of the population have engaged in the mutirão program and some have not. In the mentioned case, I demand to identify the educative process present in such urban transformation, with emphasis for those process that point to indicatives of inhabitant s autonomy of the Orfanato, meaning, conducting their own lives. / A construção das cidades está interligada à lógica do acúmulo de riquezas, norte da sociedade capitalista em que estamos inseridos. Dessa forma, a cidade materializa espaços segregados, divididos e dominados, que não permitem o acesso a boas condições de habitação e infra-estrutura urbana para uma grande quantidade de pessoas, dando novos contornos e potencializando as desigualdades existentes na sociedade. Este trabalho entende a construção das cidades como uma relação complexa entre muitas práticas sociais que interagem entre si. Dentre elas, este estudo se foca na seguinte prática social: transformações urbanas, realizadas a partir de intervenções do poder público, em regiões ocupadas por populações de baixa renda. A partir da premissa de que nas práticas sociais coexistem processos educativos, através dos quais os integrantes de tais práticas aprendem e ensinam, este estudo procura identificar os processos educativos presentes na prática social estudada. O trabalho se caracteriza como uma pesquisa qualitativa, realizada a partir do estudo de caso de uma área urbana ocupada por população de baixa renda, denominada Orfanato , que se localiza na região sul da cidade de São Carlos, interior do estado de São Paulo. A coleta de dados da pesquisa foi realizada a partir de dois instrumentos principais, o diário de campo com anotações das inserções e as entrevistas com moradores, gravadas e transcritas. A partir da intervenção do poder público municipal, a ocupação em estudo está sendo integralmente removida para uma região no outro extremo da cidade, onde está sendo realizada a construção de um conjunto habitacional através de um processo de mutirão. No caso mencionado, procuro identificar os processos educativos presentes em tal transformação urbana, com ênfase para os processos que apontem para indícios de autonomia dos moradores do Orfanato, no sentido de conseguirem conduzir suas próprias vidas. A análise dos dados foi realizada a partir das seguintes categorias: Fracionamento, Transitoriedade, Construção de vínculos e Reorganização das relações.

Right in the city center, there is a plot with old factory halls. These halls are fascinating and have great potential. But now, they are more of an obstacle. They form a barrier, they are in poor condition, and it robs the city of its values. In my diploma thesis entitled Creative Center in Kopřivnice, in addition to the design of the creative center, I will also deal with how to use the beauty and potential of these old halls, further, how to create beautiful and modernized buildings with a new value. I want to open the whole area, to create a place where people would like to meet and where various functions will be mixed- a place for fun, relaxation, culture, education or even just a shopping or walk. The work is very diverse - from the urban design of the entire plot, through the revitalization of old industrial halls and the layout of a new building, to the interior design of a new gallery.

This diploma thesis covers the individual citizens' perception of suburban events in order to discuss the point of view of the early modern Czech citizen and their ability to gain information of the world around through the analysis of such suburban events that were registered in the chosen chronicles, originating between the years 1575-1600, a period that is considered "a golden age of the Czech cities". First, the background of the chroniclers is outlined, because it might have influenced the choice of events they decided to include in their works, i.e. the position of the concrete city, the level of education in the said period or the author's personal life. Second, the general knowledge of the authors is described in the thesis through the means of analysis of the type of recorded information (e.g. Turkish wars, the deaths of famous persons, wildfires, councils and the like). In other words, the thesis is to point out what type of information was considered to be the most interesting or extraordinary to the wider public, and which circles were usually covered by the chroniclers. Therefore, the reader is to discover the world of thought of the early modern citizen, which has been restricted to us because of the lack of other than administrative materials, and the impulses that influenced and...

1 ABSTRACT This final thesis is focused on the description of the specific conditions of the current development of regional education in Prague and the Central Bohemia Region. This is particularly true in relation to the use and creation of basic conceptual documents (long- term Plan for Education and the Educational System in the City of Prague and Central Bohemia Region) and other policy materials created for specific regional education in the City of Prague and Central Bohemia Region. The aim of this final thesis is to describe the specific fundamental conditions for the development of regional education in each region, the specific shared conditions of City of Prague and Central Bohemia Region. The final thesis also describes the current functioning of regional education in terms of financing, legislation and some decision-making responsibilities of local governments - municipalities and regions. The aim of this thesis is also to find common requirements and recommendations of a shared approach to solving problems in regional education in the City of Prague and Central Bohemia Region. KEYWORDS Regional education, preschool education, elementary education, secondary education, education funding long-term plan for education, specific conditions of education, Strategy 2020, City of Prague, Central Bohemia...

This study is environmental in nature, occurring within a series of nested frameworks, namely school role players, sustainable development and greening schools. From a South African context, the day-to-day operations of the school activities and programmes are not solely the principal’s responsibility. It is a shared responsibility among every person involved in an educational school context. The principal has the overall responsibility of leading and professionally managing the school through the school management team (SMT) and is accountable to the employer, which is the provincial Head of the Department of Education. The principal is also accountable to the community through the school governing body (SGB), which consists of elected representatives from the school community. This study was guided by these research questions: (1) What is the nature of the knowledge of the role players in the Tshwane North District schools about greening the school? (2) How do the contextual factors in the Tshwane North District schools shape the greening of the school? The SMT and SGB are key role players and gatekeepers at the school level. They were purposefully and conveniently sampled at three Tshwane North District (TND) primary schools in Gauteng Province of South Africa according to their locations (rural, township, urban). They participated in focus group interviews, observations and document analysis. The study, qualitative in nature, explored strengths, weaknesses, opportunities and threats in greening the school for sustainable development. The two role players might not be knowledgeable about green and sustainable development, however given the opportunity to explore their knowledge, provided insight about greening schools and how to possibly change to more sustainable practices. Data collected was subjected to thematic content analysis. The results revealed that schools’ funds are swiftly depleted on resources such as water, energy, transportation, paper, stationary, maintenance and equipment, to name but a few. The results also revealed limited green culture across institutions, due to little knowledge of greening and sustainability practices by school role players. This was attributed to a lack of policy framework by schools which was exacerbated by a lack of capacity building from expertise in greening schools for sustainable development. / Hierdie studie is omgewings van aard wat plaasvind binne 'n reeks nes raamwerke, naamlik skoolrolspelers, volhoubare ontwikkeling en vergroening van skole. Uit 'n Suid-Afrikaanse konteks is die dag-tot-dag-bedrywighede van die skoolaktiwiteite en -programme nie net die skoolhoof se verantwoordelikheid nie. Dit is 'n gedeelde verantwoordelikheid onder elke persoon wat in 'n opvoedkundige skoolverband betrokke is.Die skoolhoof het die oorhoofse verantwoordelikheid om die skool deur die skoolbestuurspan (SUT) te lei en professioneel te bestuur en is verantwoordbaar teenoor die werkgewer, wat die provinsiale hoof van die departement van onderwys is.Die skoolhoof is ook deur die skoolbeheerliggaam (SGB) aan die gemeenskap verantwoordbaar, wat uit verkose verteenwoordigers uit die skoolgemeenskap bestaan.Die SMT en SGB is sleutelrolspelers en hekwagters op skoolvlak.Hulle is volgens hul plekke (landelike, township, stedelike) doelgerigte en gerieflik by drie Tshwane-Noord-distrikskole (TND) in Gautengprovinsie van Suid-Afrika gemonster.Hulle het deelgeneem aan fokusgroeponderhoude, waarnemings en dokumentanalise.Die studie, kwalitatiewe van aard wat daarop gemik is om sterk punte, swakhede, geleenthede en bedreigings te ondersoek om die skool vir volhoubare ontwikkeling te verging Die twee rolspelers is dalk nie kundig oor groen en volhoubare ontwikkeling nie, maar gegewe die geleentheid om hul kennis te ondersoek, het hulle 'n insig gegee oor groen skole en moontlik verandering aan volhoubare gedrag.Data wat ingesamel is, is aan tematiese inhoudsanalise onderwerp. Die bevindinge het aan die lig gebring dat skole se fondse vinnig uitgeput is op hulpbronne soos water, energie, vervoer, papier, stilstaande, instandhouding en toerusting om maar net 'n paar te noem.Die bevindinge het ook min kennis van vergroenings- en volhoubaarheidspraktyke deur skoolrolspelers geopenbaar.Dit is toegeskryf deur 'n gebrek aan beleidsraamwerke deur skole wat vererger is deur 'n gebrek aan kapasiteitsbou van kundigheid in die vergroening van skole vir volhoubare ontwikkeling. / Thutong ena ke ea tikoloho e hlahang ka hara letoto la meralo, e leng, ba nkang karolo ea sekolo, ntshwetsopele ea nako e telele le likolo tse tala.Ho tsoa maemong a Afrika Boroa, tshebetso ea letsatsi le letsatsi ea mesebetsi ea sekolo le mananeo ha se feela boikarabello ba mosuoe-hlooho.Ke boikarabello bo arolelanoeng hara motho e mong le e mong ea amehang molemong oa sekolo sa thuto.Hlooho ea sekolo e na le boikarabello ka kakaretso ba ho etella pele le ho tsamaisa sekolo ka sehlopha sa botsamaisi ba sekolo (SMT) mme o ikarabella ho mohiri, e leng Hlooho ea profinse ea Lefapha la Thuto.Hlooho ea sekolo e boetse e ikarabella ho sechaba ka sehlopha se busang sa sekolo (SGB), se nang le baemeli ba khethiloeng ba tsoang sechabeng sa sekolo.SMT le SGB ke karolo ea bohlokoa le balebeli ba liheke boemong ba sekolo.Li ile tsa etsoa sampole ka morero le ka mokhoa o bonolo likolong tse tharo tsa mathomo tsa Tshwane North (TND) tse Profinseng ea Gauteng ea Afrika Boroa ho latela libaka tsa bona (mahaeng, metse-literopong, le toropong).Maloko a SMT le SGB ba nkile karolo lipuisanong tsa sehlopha se tsepamisitseng maikutlo, maikutlo le tlhahlobo ea litokomane.Boithuto bona, bo nang le boleng ba tlhaho bo ikemiselitse ho lekola matla, bofokoli, menyetla le litšokelo ho silafatsa sekolo bakeng sa ntshetsopele e tsitsitseng. Baetsi ba karolo ba babeli ba kanna ba se be le tsebo mabapi le ntshetsopele ea botala le bo tsitsitseng, empa ba fuoe monyetla oa ho lekola tsebo ea bona, ba fane ka leseli mabapi le likolo tse talafatsang mme mohlomong li fetohela mekhoeng e tsitsitseng.Boitsebiso bo bokelletsoeng bo ile ba hlahlojoa ka litaba tsa bona, mme liphuputso li senotse hore lichelete tsa likolo li felloa kapele ho lisebelisoa tse kang metsi, motlakase, lipalangoang, pampiri, tse emeng, tlhokomelo le lisebelisoa ho bolela tse maloa feela.Liphuputso li boetse li senotse tsebo e nyane ea tshebetso ea tikoloho le botsitso ke bankakarolo ba sekolo.Sena se bakiloe ke ho haelloa ke moralo oa leano ke likolo tse ileng tsa mpefatsoa ke khaello ea matlafatso ho tsoa boitseaning ba likolo tsa botala bakeng sa ntshetsopele e tsitsitseng / Environmental Sciences / D.Litt. Phil (Environmental education)