The research was undertaken to investigate the impact of the Tshivhase Tea Estate on the space economy of Venda, the people and area ofMapate, and Duthuni, among whom the Tea Estate is established. The approach is based on principles. Principles of development theory are combined with appropriate spatial models. The development reality of Venda, together with many other development projects are analysed. Does the tea estate address the rural poverty problem? Findings are presented from a case study of Tshivhase and this proved the lack of growth and development impulses to alleviate the poverty of the rural people among whom it is located. Development is considered in terms of its possible simultaneous diffusion of economic activity and modernisation in all four dimensions of the spatial system : political, socio-cultural, economic and physical. / Department of Geography / M.A. (Geography)

My dissertation address is to describe the long distance bus (LDB) transport, its structure, service adequacy and the role it plays in linking the core to the periphery of Ethiopia. The study applied both qualitative and quantitative data analyses. The quantitative data was mainly collected by using questionnaires, from the selected passengers and operators by longitudinal survey, 384 passengers, or 10 %, from each bus took part in the survey. Of these, only 241 questionnaires (63%) were fully completed and used for this analysis. And 6 % of buses or operators (64) were selected by systematic sampling. The routes and towns were also selected by lottery method. The qualitative data was mainly collected by interview. Among these, 5 % (twenty-five) of experts from the City Transport Bureau; the heads of LDB Associations; the owners of LDB; the Federal Transport bureau; and the Mercato Bus terminal. An interview was analyzed based on their own explanations. FGDs were carried out with passengers awaiting departure in the terminal (off-journey). The secondary sources were taken from both the EFTA and Mercato bus terminal dispatch report. The analysis was made mostly by integrating method, and in some cases with separate analysis. Beside with other inferential statistical, Pearson correlation was also applied. The growth rate for level one and level two buses had risen more than 100 % per annum, whereas level three buses showed a decline of 18 % per year. The whole sector shows a 6.6 % growth rate, which is double that of the population growth (2.6 %). The rate of bus dispatch is very high, approximately 38 per day, on the Dessie and Mojo route. The average bus dispatch in all directions is about 32. In terms of service provision and area coverage, level one buses interlink about 23 major towns. Level two buses service more than 70 major towns, and level three more than 110. The highest record of both area and service coverage was occupied by first level buses servicing Dessie, Mekele, Shashemene, Hawassa, and Jimma. On average, the majority of towns are being serviced by one bus, irrespective of their levels. The area and service coverage is thus very high for level three buses, compared with levels two and one. The Dessie and Mojo lines enjoy the highest bus coverage. LDBs typically provide transport for distances of less than 400 kilometres. They contribute towards core to peripheral ties of the nation. This result is expressed by Krugman’s (1991) core-periphery theory. The service adequacy of the industry indicates that above half of the operators would have to wait approximately one hour to pick up passengers and 1 or 2 days per week to get the turn too. This reveals that Levels one, two and three operators are dormant for 1 or 2 days per week. Supply is thus greater than demand, causing the emergence of an informal LDB service. The fact that about 60 % of passengers have to wait for approximately an hour to catch a bus, after collecting tickets, indicates the demand. The buses’ downtimes in order to secure a full load on each departure are positively correlated with bus levels. The LDB provide more for mobility of goods and peoples that can be shape land use and development patterns, and it generate jobs. This enable more for economic growth. Thus, level one is more attractive than other levels. The study identifies the major challenges facing LDB transport. Integration within stakeholders, both internally and externally, is crucial to satisfy the passenger. / Geography / D. Phil. (Geography)

The focus in this dissertation is on the rise of secessionism and its curtailment in the Democratic Republic of Congo (DRC). Theories pertaining to centre-periphery relations, as well as right-sizing the state, are used for this purpose. Factors such as the DRC’s vast territory and colonial policies affected the centre-periphery relations after independence. The weak ties between the centre and the peripheries were important factors in the attempts at secession that followed independence. In addition, the political and administrative centre (Kinshasa) was too weak to keep the restive peripheries in check. International military intervention, thus, played an important role in defeating attempts at secession. The strategies of President Mobutu in strengthening the centre, as well as the lack of secessionism in the DRC after the collapse of the centre towards the end of Mobutu’s presidency, receive attention. / Political Sciences / M.A. (Politics)

SILVA, Francisco José Chaves da. A educação político-estética da periferia de Fortaleza: reflexões sobre a cultura do olhar. 2007. 292f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2007. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-10T14:53:10Z No. of bitstreams: 1 2007_Dis_FJCSILVA.pdf: 5850089 bytes, checksum: e4d53d8c38dc414ce7b08578845c7255 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-11T16:24:46Z (GMT) No. of bitstreams: 1 2007_Dis_FJCSILVA.pdf: 5850089 bytes, checksum: e4d53d8c38dc414ce7b08578845c7255 (MD5) / Made available in DSpace on 2012-07-11T16:24:46Z (GMT). No. of bitstreams: 1 2007_Dis_FJCSILVA.pdf: 5850089 bytes, checksum: e4d53d8c38dc414ce7b08578845c7255 (MD5) Previous issue date: 2007 / This research work can be identified as a group of efforts that seeks to make known, to register and to turn public, as the education political-aesthetic of the Fortaleza periphery is constituted, located in the community Poço da Draga; that is known pejoratively as " Favela do Baixa-Pau", has in its backdrop some reflections on the culture of the glance. Residents in the mentioned Community, come to the society and they are seen by her, in the construction attempt for belonging, trying to place this Community in the context of a discussion on periphery and culture; for so much, it tries to bound the theme in the salience of the dynamics sociocultural Fortaleza contemporary. Another subject that this research investigates is the referred Community's residents' resistance, understanding the struggles with the public and private powers, as well as the process of segregation of the segregation, pertinent to the context of " existent poverty" inside of the own Community. This way, we have chosen four sceneries for our inquiry: the school (the classroom, the union, the bathrooms, the corridors), place of the ideas and of the ideals. the house (the architectural construction, the pieces of furniture and the utensils, the prints on the walls, etc),a safe place for the poor people. the street (the leads, the spaces interdicted in the city – incasrs and autdoors funk parties and the shopping malls). the transitory home for all of us; as well as the slum the home of the huts,. And, the body (clothes, seasonings, tattoos, scars, " piercins"), this vehicle of our geo-political-cultural journey. / Este trabalho de pesquisa pode ser identificado como um conjunto de esforços que visa levantar, registrar e tornar público, como se constitui a Educação Político-Estético da Periferia de Fortaleza, situado na Comunidade Poço da Draga; que é pejorativamente conhecida como “Favela do Baixa-Pau”, e tem como pano de fundo algumas reflexões sobre a cultura do olhar, objetivando investigar o modo o qual os sujeitos da periferia de Fortaleza, residentes na citada Comunidade, vêm a sociedade e são vistos por ela, na tentativa de construção da pertença, procurando situar esta Comunidade no contexto de uma discussão sobre periferia e cultura; para tanto, procura-se circunscrever o tema no bojo da dinâmica sociocultural contemporânea de Fortaleza. Outra questão que este trabalho de pesquisa busca investigar é a resistência dos moradores da referida Comunidade, compreendendo os enfrentamentos com os poderes públicos e privado, bem como o processo de segregação da segregação, pertinente ao contexto de “favelização” existente dentro da própria Comunidade. Deste modo, elegemos quatro cenários para compor o campo de atuação da nossa busca investigativa que foram: a escola (a sala de aula, o grêmio, os banheiros, os corredores), lugar das idéias e dos ideais. A casa (a construção arquitetônica, os móveis e os utensílios, as estampas das paredes´, etc.), lugar que para as pessoas pobres é o porto seguro da família. A rua (os grafites, os espaços interditados na cidade – o dentro e o fora, os bailes funks e os shoppings centers.), a morada transitória de todos nós; assim como a favela é a morada definitiva dos barracos. E os corpos (roupas, adereços, tatuagens, cicatrizes, “piercins”), este veículo de nossa viagem geo-político-cultural.

Les grandes villes du Sud s’étalent dans leurs périphéries, en grande partie non réglementaires, notamment en conséquence de l’incapacité de l’Etat à procurer un logement à l’ensemble de la population. Cette thèse restitue l’analyse d’un de ces quartiers irréguliers aux marges de la ville : le quartier de Cherarba dans le Sud-est de l’agglomération algéroise, à la porte de la Mitidja. La réflexion porte sur les pratiques et les représentations des populations et la façon dont elles pèsent sur les dynamiques de dé-marginalisation et/ou d’intégration socio-spatiale de ces quartiers populaires à la ville. Les activités économiques générées par les populations s’avèrent un vecteur déterminant permettant à ces quartiers irréguliers périphériques de s’intégrer dans l’ensemble de la dynamique socio-spatiale de la ville. Trois axes structurent la recherche ; nous verrons d’abord comment les habitants "ordinaires" sont des acteurs à part-entière dans la production de l’espace urbain, en agissant au cœur même de ces transformations, à travers des stratégies résidentielles et économiques. Ensuite le regard se focalisera sur l'étude des interdépendances des territoires marginalisés avec la ville. L'examen des pratiques des populations devra permettre ici de mettre en évidence les modes d'effacement des frontières, d'imbrication et d'interactions à l'ensemble de la ville, particulièrement par le biais des dynamiques économiques. Le cœur de la réflexion concernera l'émergence d'une véritable polarité urbaine, formidable vecteur d'intégration. Enfin, l'analyse portera sur les pratiques et les représentations des populations, en mettant en évidence les formes de sociabilités et de solidarités, les ressources et les réseaux sociaux au sein et en dehors du quartier et les significations sociales qu'il recouvre. Le dévoilement de ces processus de recomposition urbaine bouscule les a priori entretenus sur ces périphéries stigmatisées et considérées comme des non-villes et conduit à une nouvelle approche de la réalité urbaine, modifiant les perceptions sociales négatives qui affectent cet « urbanisme d'émanation populaire ». / The big cities of the South spread out in their peripheries, largely not statutory, in particular as a result of the incapacity of the State to get an accommodation to the whole population. This thesis restores the analysis of one of these irregular districts to the margins of the city: the district of Cherarba in the Southeast of the urban area from Algiers, in the door of Mitidja. The reflection concerns the practices and the representations of the populations and the way they weigh on the dynamics of die-marginalization and/or sociospatial integration of these popular districts in the city. Economic activities generated by the populations turn out a determining vector allowing these peripheral irregular districts to become integrated in the whole of the socio-spatial dynamics of the city. Three axes structure the search; we shall see at first how the "ordinary" inhabitants are actors to whole part in the production of the urban space, by acting in the heart of these transformations, through residential and economic strategies. Then the look will focus on the study of the interdependences of territories marginalized with the city. The examination of the practices of the populations will have to make it possible here to highlight the modes of obliteration of the borders, overlap and interactions to the town suit, particularly by the means as of economic dynamics. The heart of the reflection will relate to the emergence of a true urban polarity, formidable vector of integration. Finally, the analysis will concern the practices and the representations of the populations, by highlighting the forms of sociability and solidarities, the resources and the social networks in the breast and except the district and the social meanings which it recovers. The unveiling of these processes of urban reorganization pushes aside prejudice maintained on these peripheries stigmatized and considered non-cities and leads to a new approach of the urban reality, modifying the negative social perceptions which affect this « town planning of popular emanation ».

The aim of the diploma thesis is to give a partial characterization of speech of several age groups: ninth grade students, people aged 19-24 years, people aged 44-50 years and people aged 65 or more years and also draw a comparison between them in certain areas. The thesis contains the theoretical part, which focuses on simple functional communication style in general, non-verbal communication elements, symptoms suprasegmental speech marks and vocabulary range. The practical part is divided into two chapters. The first one describes necessities and areas of research. The second one provides a summary of speech specifics of individual age groups and mutual comparison of them. The practical part focuses on expression quality, ie., accuracy and linguistic correctness. It is also focused on the periphery of the vocabulary range.

L'importance de l'étude du Pouvoir local, citoyenneté et éducation : des conditions pour la construction d'une cité-éducatrice - une étude faite à partir du Quartier Restinga - Porto Alegre, Brésil se fonde sur la nécessité de découvrir une nouvelle dimension de l'espace urbain et le consolider comme un modèle polycentrique, lequel prétend stimuler le potentiel de développement des différents noyaux urbains interrelationés entre le pouvoir local, la citoyenneté et l'éducation, dans le but d'atteindre une cité-éducatrice accomplie, protagoniste de son propre développement. Pour cela, la dite ville doit implanter des politiques éducatives, sociales, culturelles et écomomiques, étant consciente de sa propre gestion et soupesant les possibilités et les limites dans un projet de ville mobilisatrice de ressources et d´énergies. Ces caractéristiques doivent s'accomplir dans des programmes spécifiques, comme la construction d'identités sociales, nationales et ethniques. Pour avancer dans le projet de cité-éducatrice il est indispendable de connaître et de compter sur les agents qui s´engagent dans son accomplissement : citoyens leaders, professionnels, institutions éducatives, systèmes de production, associativisme et la famille. Tous sont des acteurs qui contribuent à la consolidation d'une nouvelle relation entre ville, gouvernement et gouvernés. De cette façon, une ville devient éducatrice quand elle est relationnelle, fonctionnelle, équitable et participative, aussi bien que quand elle exploite ses possibilités esthétiques, environnementales et de convivialité avec le contexte naturel, moyennant les contributions communes des différents agents. Une ville qui, tout en comptant sur sa parfaite cohésion et équilibre social, permettra l'enrichissement des relations des habitants entre lui et avec son moyen, entre acteurs sociaux et son espace local. C'est sur la base de ces présuppositions que Porto Alegre est en train de faire des efforts dans le but d'intégrer le centre et la périphérie, d´exploiter la diversité polyvalente qu´offrent les quartiers, de donner une plus grande diversité de fonctions, accessibilité et fonctionnalité. En considérant ces caractéristiques nous ferons référence à Restinga, quartier avec une grande participation des citoyens, qui en respectant sa morphologie et en profitant de sa démographie, veut faire partie de la composition sociale urbaine de la grande Porto Alegre. / A importância do estudo do Poder local, cidadania e educação: das condições para construção de uma cidade-educadora – um estudo produzido a partir do Bairro Restinga – Porto Alegre, Brasil fundamenta-se na necessidade de descobrir uma nova dimensão do espaço urbano e consolidá-lo como um modelo policêntrico, que pretende estimular o potencial de desenvolvimento dos diferentes núcleos urbanos inter-relacionados entre o poder local, cidadania e educação, com o fim de alcançar uma cidade-educadora efetiva, protagonista de seu próprio desenvolvimento. Para tanto, tal cidade deve gerar políticas educativas, sociais, culturais e econômicas, sendo ciente de sua própria gestão e sopesando as possibilidades e os limites num projeto de cidade mobilizadora de recursos e energias. Essas características devem efetivar-se em programas específicos, como a construção de identidades sociais, nacionais e étnicas. Para avançar no projeto de cidade-educadora é imprescindível conhecer e contar com os agentes que se comprometem no seu desenvolvimento: cidadãos líderes, profissionais, instituições educativas, sistemas produtivos, associativismo e a família. Todos são atores que contribuem para a consolidação de uma nova relação entre cidade, governo e governados. Dessa forma, uma cidade torna-se educadora quando é relacional, funcional, eqüitativa e participativa, bem como quando aproveita suas possibilidades estéticas, ambientais e de convívio com o âmbito natural, mediante as contribuições conjuntas dos distintos agentes. Uma cidade que, por contar com suficiente coesão e equilíbrio social, permita o enriquecimento das relações dos habitantes entre si e com o seu meio, entre os atores sociais e seu espaço local. É com base nesses pressupostos que Porto Alegre vêm somando aunando esforços com a intenção de integrar o centro e a periferia, de aproveitar a diversidade polivalente que oferecem os bairros, dar maior diversidade de funções, acessibilidade e funcionalidade. Considerando essas características faremos referência a Restinga, bairro com destacada participação cidadã, que respeitando sua morfologia e aproveitando sua demografia, quer ser parte da composição social urbana da grande Porto Alegre. / The importance of the study of the local power, citizen and education: Conditions for the construction of one educated city - a study produced since Restinga - Porto Alegre, Brazil is supported in the need to discover a new one dimension of the urban space and to consolidate it as a model one polycentric, that intends to stimulate the different fraud development potential nucleus urban interrelated among the local power, citizen and education, the end to reach an effective city - educated, protagonist of its own development. For so much, such city should generate politic as educational, social, cultural and economics, go backwards of its own one question and weighing the possibilities and limit them in a project of mobilizing city of resources and energies. Those characteristics owe effectiveness in program specifics, like the construction of national, social identities and ethnics. To advance in the project of cityeducation is indispensable to know and to include the agents that itself compartmented in the development of citizen leaders, professionals, educational institutions, productive systems, associations and the family. All are actors that contribute to the consolidation of a new one relationship among city, government and those governed. Of that form, a city returns educated when it is relational, functional, acquisitive and participative, also, when it takes advantage of its possible esthetics, environmental and contact with the ambition natural, by means of the joint contributions of the different agents. A city that, by including sufficient cohesion and social equilibrium, permit the enrichment of the relations of the inhabitants among its middle class, between the social actors and its local space. It is based on those budgets, that Porto Alegre combines efforts with the intention of integrating he center and the periphery, of taking advantage of the polyvalent diversity that offer the neighborhoods, to, give greater diversity of functions, accessibility and functionality. Considering those characteristics we will refer to Restinga, a neighborhood with noticeable civic participation, that respecting its morphology and taking advantage of its demographics, wants to be part of the social urban composition of the great Porto Alegre. / La importancia del estudio del Poder local, ciudadanía y educación: condiciones para la construcción de una ciudad-educadora – un estudio producido desde el Barrio Restinga – Porto Alegre, Brasil se fundamenta en la necesidad de descubrir una nueva dimensión del espacio urbano y consolidarlo como un modelo policéntrico, que pretende estimular el potencial de desarrollo de los diferentes núcleos urbanos interrelacionados entre el poder local, ciudadanía y educación, con el fin de alcanzar una ciudad-educadora efectiva, protagonista de su propio desarrollo. Para tanto, tal ciudad debe generar políticas educativas, sociales, culturales y económicas, siendo ciente de su propia gestión y sopesando las posibilidades y los límites en un proyecto de ciudad movilizadora de recursos y energías. Esas características deben efectivarse en programas específicos, como la construcción de identidades sociales, nacionales y étnicas. Para avanzar en el proyecto de ciudad-educadora es imprescindible conocer y contar con los agentes que se comprometen en su desarrollo: ciudadanos líderes, profesionales, instituciones educativas, sistemas productivos, asociativismo y la familia. Todos son actores que contribuyen para la consolidación de una nueva relación entre ciudad, gobierno y gobernados. De ésa forma, una ciudad se vuelve educadora cuando es relacional, funcional, equitativa y participativa, como también, cuando aprovecha sus posibilidades estéticas, ambientales y de convivencia con el ámbito natural, mediante las contribuciones conjuntas de los distintos agentes. Una ciudad que, por contar con suficiente cohesión y equilibrio social, permita el enriquecimiento de las relaciones de los habitantes entre sí y con su medio, entre los actores sociales y su espacio local. Es con base en esos presupuestos, que Porto Alegre viene aunando esfuerzos con la intención de integrar el centro y la periferia, de aprovechar la diversidad polivalente que ofrecen los barrios, dar mayor diversidad de funciones, accesibilidad y funcionalidad. Considerando esas características haremos referencia a Restinga, barrio con destacada participación ciudadana, que respetando su morfología y aprovechando su demografía, quiere ser parte de la composición social urbana de la gran Porto Alegre.

L'importance de l'étude du Pouvoir local, citoyenneté et éducation : des conditions pour la construction d'une cité-éducatrice - une étude faite à partir du Quartier Restinga - Porto Alegre, Brésil se fonde sur la nécessité de découvrir une nouvelle dimension de l'espace urbain et le consolider comme un modèle polycentrique, lequel prétend stimuler le potentiel de développement des différents noyaux urbains interrelationés entre le pouvoir local, la citoyenneté et l'éducation, dans le but d'atteindre une cité-éducatrice accomplie, protagoniste de son propre développement. Pour cela, la dite ville doit implanter des politiques éducatives, sociales, culturelles et écomomiques, étant consciente de sa propre gestion et soupesant les possibilités et les limites dans un projet de ville mobilisatrice de ressources et d´énergies. Ces caractéristiques doivent s'accomplir dans des programmes spécifiques, comme la construction d'identités sociales, nationales et ethniques. Pour avancer dans le projet de cité-éducatrice il est indispendable de connaître et de compter sur les agents qui s´engagent dans son accomplissement : citoyens leaders, professionnels, institutions éducatives, systèmes de production, associativisme et la famille. Tous sont des acteurs qui contribuent à la consolidation d'une nouvelle relation entre ville, gouvernement et gouvernés. De cette façon, une ville devient éducatrice quand elle est relationnelle, fonctionnelle, équitable et participative, aussi bien que quand elle exploite ses possibilités esthétiques, environnementales et de convivialité avec le contexte naturel, moyennant les contributions communes des différents agents. Une ville qui, tout en comptant sur sa parfaite cohésion et équilibre social, permettra l'enrichissement des relations des habitants entre lui et avec son moyen, entre acteurs sociaux et son espace local. C'est sur la base de ces présuppositions que Porto Alegre est en train de faire des efforts dans le but d'intégrer le centre et la périphérie, d´exploiter la diversité polyvalente qu´offrent les quartiers, de donner une plus grande diversité de fonctions, accessibilité et fonctionnalité. En considérant ces caractéristiques nous ferons référence à Restinga, quartier avec une grande participation des citoyens, qui en respectant sa morphologie et en profitant de sa démographie, veut faire partie de la composition sociale urbaine de la grande Porto Alegre. / A importância do estudo do Poder local, cidadania e educação: das condições para construção de uma cidade-educadora – um estudo produzido a partir do Bairro Restinga – Porto Alegre, Brasil fundamenta-se na necessidade de descobrir uma nova dimensão do espaço urbano e consolidá-lo como um modelo policêntrico, que pretende estimular o potencial de desenvolvimento dos diferentes núcleos urbanos inter-relacionados entre o poder local, cidadania e educação, com o fim de alcançar uma cidade-educadora efetiva, protagonista de seu próprio desenvolvimento. Para tanto, tal cidade deve gerar políticas educativas, sociais, culturais e econômicas, sendo ciente de sua própria gestão e sopesando as possibilidades e os limites num projeto de cidade mobilizadora de recursos e energias. Essas características devem efetivar-se em programas específicos, como a construção de identidades sociais, nacionais e étnicas. Para avançar no projeto de cidade-educadora é imprescindível conhecer e contar com os agentes que se comprometem no seu desenvolvimento: cidadãos líderes, profissionais, instituições educativas, sistemas produtivos, associativismo e a família. Todos são atores que contribuem para a consolidação de uma nova relação entre cidade, governo e governados. Dessa forma, uma cidade torna-se educadora quando é relacional, funcional, eqüitativa e participativa, bem como quando aproveita suas possibilidades estéticas, ambientais e de convívio com o âmbito natural, mediante as contribuições conjuntas dos distintos agentes. Uma cidade que, por contar com suficiente coesão e equilíbrio social, permita o enriquecimento das relações dos habitantes entre si e com o seu meio, entre os atores sociais e seu espaço local. É com base nesses pressupostos que Porto Alegre vêm somando aunando esforços com a intenção de integrar o centro e a periferia, de aproveitar a diversidade polivalente que oferecem os bairros, dar maior diversidade de funções, acessibilidade e funcionalidade. Considerando essas características faremos referência a Restinga, bairro com destacada participação cidadã, que respeitando sua morfologia e aproveitando sua demografia, quer ser parte da composição social urbana da grande Porto Alegre. / The importance of the study of the local power, citizen and education: Conditions for the construction of one educated city - a study produced since Restinga - Porto Alegre, Brazil is supported in the need to discover a new one dimension of the urban space and to consolidate it as a model one polycentric, that intends to stimulate the different fraud development potential nucleus urban interrelated among the local power, citizen and education, the end to reach an effective city - educated, protagonist of its own development. For so much, such city should generate politic as educational, social, cultural and economics, go backwards of its own one question and weighing the possibilities and limit them in a project of mobilizing city of resources and energies. Those characteristics owe effectiveness in program specifics, like the construction of national, social identities and ethnics. To advance in the project of cityeducation is indispensable to know and to include the agents that itself compartmented in the development of citizen leaders, professionals, educational institutions, productive systems, associations and the family. All are actors that contribute to the consolidation of a new one relationship among city, government and those governed. Of that form, a city returns educated when it is relational, functional, acquisitive and participative, also, when it takes advantage of its possible esthetics, environmental and contact with the ambition natural, by means of the joint contributions of the different agents. A city that, by including sufficient cohesion and social equilibrium, permit the enrichment of the relations of the inhabitants among its middle class, between the social actors and its local space. It is based on those budgets, that Porto Alegre combines efforts with the intention of integrating he center and the periphery, of taking advantage of the polyvalent diversity that offer the neighborhoods, to, give greater diversity of functions, accessibility and functionality. Considering those characteristics we will refer to Restinga, a neighborhood with noticeable civic participation, that respecting its morphology and taking advantage of its demographics, wants to be part of the social urban composition of the great Porto Alegre. / La importancia del estudio del Poder local, ciudadanía y educación: condiciones para la construcción de una ciudad-educadora – un estudio producido desde el Barrio Restinga – Porto Alegre, Brasil se fundamenta en la necesidad de descubrir una nueva dimensión del espacio urbano y consolidarlo como un modelo policéntrico, que pretende estimular el potencial de desarrollo de los diferentes núcleos urbanos interrelacionados entre el poder local, ciudadanía y educación, con el fin de alcanzar una ciudad-educadora efectiva, protagonista de su propio desarrollo. Para tanto, tal ciudad debe generar políticas educativas, sociales, culturales y económicas, siendo ciente de su propia gestión y sopesando las posibilidades y los límites en un proyecto de ciudad movilizadora de recursos y energías. Esas características deben efectivarse en programas específicos, como la construcción de identidades sociales, nacionales y étnicas. Para avanzar en el proyecto de ciudad-educadora es imprescindible conocer y contar con los agentes que se comprometen en su desarrollo: ciudadanos líderes, profesionales, instituciones educativas, sistemas productivos, asociativismo y la familia. Todos son actores que contribuyen para la consolidación de una nueva relación entre ciudad, gobierno y gobernados. De ésa forma, una ciudad se vuelve educadora cuando es relacional, funcional, equitativa y participativa, como también, cuando aprovecha sus posibilidades estéticas, ambientales y de convivencia con el ámbito natural, mediante las contribuciones conjuntas de los distintos agentes. Una ciudad que, por contar con suficiente cohesión y equilibrio social, permita el enriquecimiento de las relaciones de los habitantes entre sí y con su medio, entre los actores sociales y su espacio local. Es con base en esos presupuestos, que Porto Alegre viene aunando esfuerzos con la intención de integrar el centro y la periferia, de aprovechar la diversidad polivalente que ofrecen los barrios, dar mayor diversidad de funciones, accesibilidad y funcionalidad. Considerando esas características haremos referencia a Restinga, barrio con destacada participación ciudadana, que respetando su morfología y aprovechando su demografía, quiere ser parte de la composición social urbana de la gran Porto Alegre.

Recent political developments, with the outcome of the Brexit referendum and the election of Donald J. Trump as President of the United States, have revitalized the discussion about so called political cleavages. Drawing upon the work of Lipset and Rokkan, some see the urban-rural cleavage as an explanation to the election outcomes. In a Swedish context it is primarily the increase in electoral support for the Sweden Democrats that has brought up the question. The overarching purpose with this master’s thesis is to explain the role of Lipset and Rokkans theoretical cleavages in Swedish rural politics. Rural politics is considered a most likely-case for finding ideas related to the urban-rural cleavage, a cleavage which is said to have gained a greater importance over the past couple of years. Political cleavages exist when political actors demonstrate cohesive ideas and in a structured matter relate to them. For this reason, the thesis’ subordinate purpose is to describe what ideas parliamentary parties have in the rural political debate. This is done through an idea analysis where problems and solutions presented by the political parties are described and interpreted. The conclusion is that the worker-owner-cleavage is the dominant cleavage in Swedish rural politics. Political parties tend to problematize issues that are a part of the cleavage, with issues such as welfare, regional redistribution, entrepreneurship and taxation. The urban-rural and center-periphery cleavage can only be regarded as secondary and subordinate to the worker-owner-cleavage. However, there are ideas in the debate relating to these two cleavages. Ideas relating to the state-church cleavage is absent in the chosen material.

English summary The main objective of this thesis is to present some key issues relevant for postcolonial field of study with respect to two basic areas of interest: concepts of identity and place, respectively displacement in contemporary postcolonial discourse and their reflection in fiction, too. The thesis should provide the potential reader with basic theoretical background based on the most fundamental sources and by means of selected literary works it should support (or disclaim, if necessary) conclusions reached by the most notable theories. This dissertation work consists of three major parts. In the introduction, apart from providing the motivational, theoretical and literary objectives of the thesis, I cover some basic difficulties that may occur when dealing with the postcolonial field of study. The central part of the thesis can be divided into two parts, each of them consisting of two further sections. The first one, "Identity in Postcolonial Discourse", is focused on one of the key terms in all of postcolonial theory: identity and other concepts related with it. I cover the basic development of theoretical reflection concerning this concept, drawing primarily from secondary sources dealing with it. The theoretical part on identity is succeeded by a chapter "Reflections of Identity in the...