The main aim of the study was to investigate the extent to which the implementation of Cosmo City Project has accomplished the aims of housing policy. The main areas of housing policy which were explored are: partnerships, public participation, tenure security, and integration (spatial, institutional, economic, and social). In order for this study to be successful, primary data was collected from ten residents from Cosmo City, Cosmo Environmental Control Officer, and the Project Manager. A research questionnaire was administered to each of the identified respondents. In addition, secondary data was collected from books, journal articles and relevant policy documents. The analysis of findings used research questions as themes to ensure that the data collected respond to the objectives of the research. The findings of the study revealed that the implementation of Cosmo City achieved most of its objectives such as tenure security, environmental sustainability, spatial integration and institutional integration. However, economic and social integration were not achieved by the project. These findings led the researcher to conclude that an attempt by South African government to create socially and economically viable human settlements did not succeed in Cosmo City. This was due to lack of effective public participation. Consequently, it was recommended that there was a need to strengthen the capacity of the Local Authorities in terms of housing policy formulation and implementation. Again, thorough research on urban poverty and urban integration processes were to be clearly incorporated into housing policy.

The diploma thesis "Medieval City - project-based learning at primary school" deals with the issue of the development of knowledge of pupils through project-based learning. The theoretical section is divided into two parts. In the first one, the principles and procedure of creating the project are defined, the link between project-based learning and cross-curricular subject Environmental Education being described. The second part focuses on the history of a medieval city. It explores particular aspects of the origin and development of the city during the Middle Ages, providing a summary of the knowledge that is passed on to pupils through the project instruction. The practical part of the thesis describes the preparation and realization of the "Medieval City" project. The aims are to bring pupils to understand life in a medieval town, its construction and development, so that they can understand its construction structure and location in the landscape, looking at a contemporary city from the perspective of its historical development. At the same time, they deepen their interest in the history of the place they live in and build a relationship to the cultural and historical heritage. At the end of the diploma thesis, the success of the project is evaluated. KEY WORDS project-based learning, Project,...

Made available in DSpace on 2016-04-27T16:33:37Z (GMT). No. of bitstreams: 1 Valeria Milena Rohrich Ferreira.pdf: 21909204 bytes, checksum: 7a851c3fd4bf2235d65cac6097e48cbe (MD5) Previous issue date: 2008-04-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research started from the fact that Curitiba has a city project which was explicitly developed in the 1990s engaging for its strength several groups from different fields, including the educational one. Thus, we aimed to answer the following question: how was the city project built and where can we place the school education in the relationships involved? Considering the school education, the emphasis was on the analysis of the actions of the Municipal Department of Education concerning the official curricular proposition and materials produced trying to strengthen and disseminate the city project in schools in the 1990s. As methodological procedures in order to characterize this project and understand its roots (with issues that date back to at least 70 years) and the way it is articulated to the spatial organization of Curitiba and to the representations which appear in different kinds of production, we selected data related to different fields (Urbanism, Architecture, Environment, Literature, Politics, Education, History and Geography), considering the existence of established voices and outsiders based on Elias s distinction. It was evidenced thus that the official voices that produced and spread the project s ideas created cohesion around them ensuring their success through the development of well performed speeches and great symbolic appeal, while the outsiders, because of the type of criticism which was diffused, were unable to achieve a better position in the scene of Curitiba. With respect to the curriculum and to the educational proposition current in the municipal education in the 1990s, we analyzed: one of the versions of the Basic Curriculum from the beginning of the 1990s, one of the versions of the Curricular Guidelines at the end of the 1990s, the Annual Municipal Reports from 1994 to 2004 (considering the education), some Pedagogical Projects of Schools, specifically with respect to developed themes and projects (37 projects), a volume of each series of the collection of textbooks called Lições Curitibanas Lessons of Curitiba (1994-95), the newspaper Curitibinha Little Curitiba (1996-2000) and various projects that were developed in schools at the end of the 1990s, also examining the speeches present at the press about the mayors who were in charge of the city (Lerner: 1971-74, 1979-82,1989-92) and the speeches about the ones in charge in the present period: Rafael Greca (1993-1996) and Cássio Taniguchi (1997-2004). This analysis had as a reference Bourdieu s understanding about the social world and, with respect to curricular issues, Gimeno Sacristán s and Giroux s works, allowing us to notice the importance given to the school education in order to compose and disseminate such project in the management of the mayors listed above, but with significant differences concerning the educational proposals. In the first case, the emphasis was given to the production of materials, notably Lições Curitibanas, the newspaper Curitibinha (given to each child of the public schools) and initiatives aiming the cultural expansion, for example, Faróis do Saber (The headlights of knowledge), Ceis (Centers of Integral Education of Curitiba) and projects such as music, theater, School Radio. In the second case, the emphasis was on the development of the environmental program Alfabetização Ecológica ("Ecological Literacy"), the Curricular Guidelines and partnerships with strong liberal tendencies (NGOs, companies, amigos da escola school friends ). Overall, we can say that the official curriculum of the municipal education in the 1990s offered the school a conservative analysis of the city, acting in order to strengthen and encourage the nonpolitical citizen, trying to frame him to the image of a model city correct , ecological , with an ideal planning and with the union of ethnic groups - in which social and racial inequalities are relegated to a low level or to the invisibility / Esta pesquisa partiu do fato de que Curitiba tem um projeto de cidade que se desenvolveu de forma explícita na década de 1990 acionando, para o seu fortalecimento, diversos grupos de diferentes campos, inclusive o educacional. Desta forma partiu-se da seguinte questão: como se constitui o projeto da cidade e qual o lugar da educação escolar na trama de relações que o envolve? Sobre a educação escolar, privilegiou-se analisar as ações da Secretaria Municipal de Educação no que disse respeito à proposta curricular oficial e os materiais produzidos, pois, foram estes é que procuraram reforçar e divulgar nas escolas o projeto da cidade na década de 1990. Como procedimentos metodológicos, para caracterizar tal projeto e compreender as suas raízes (com aspectos que remontam há pelo menos 70 anos atrás) e a forma como ele se articula à organização espacial de Curitiba e às representações que circulam a seu respeito em produções de natureza diversa, selecionaram-se vários dados relativos a diferentes campos (Urbanismo, Arquitetura, Meio Ambiente, Literatura, Política, Educação, História, Geografia), considerando a existência de vozes estabelecidas e outsiders com base na distinção estabelecida por Elias. Evidenciou-se, assim, que as vozes oficiais que produziam e divulgavam o referido projeto, criavam coesão em torno de si assegurando o seu êxito por meio do desenvolvimento de discursos performáticos de grande apelo simbólico, ao passo que os grupos outsiders, pelo tipo das críticas que veiculavam, não conseguiam se posicionar melhor na cena curitibana para alterá-lo. Já com relação ao currículo e à proposta educacional em vigor na rede municipal de ensino nos anos 1990, analisaram-se: uma das versões do Currículo Básico do início da década de 1990, uma das versões das Diretrizes Curriculares do final da década de 1990, os Relatórios Anuais da Prefeitura de 1994-2004 (no que se referia à educação), alguns Projetos Pedagógicos das Escolas, especificamente com relação a temas e projetos desenvolvidos (37 projetos), um volume de cada uma das séries da coleção de livros didáticos Lições Curitibanas (1994-95), o jornal Curitibinha (1996-2000) e diversos projetos que se desenvolveram nas escolas, no final da década de 1990, examinando, ainda, os discursos veiculados na grande imprensa sobre os prefeitos que estiveram à frente da cidade (os de Lerner: 1971-74; 1979-82,1989-92) e os do período em questão: Rafael Greca (1993-1996) e Cássio Taniguchi (1997-2004). Tal análise teve como referência a compreensão de Bourdieu acerca do mundo social e, no que tange às questões curriculares, os trabalhos de Gimeno Sacristán e Giroux, permitindo constatar a importância atribuída à educação escolar para compor e divulgar tal projeto na gestão dos prefeitos mencionados anteriormente, mas com diferenças significativas quanto às propostas educacionais. No primeiro caso, deu-se ênfase à produção de materiais, notadamente o Lições Curitibanas, o jornal Curitibinha (entregue a cada criança da rede) e a iniciativas com vistas à ampliação cultural, como os Faróis do Saber, os Ceis e projetos como os de musicalização, teatro, Rádio Escola. Já no segundo caso, destacouse o desenvolvimento do programa ambiental Alfabetização Ecológica , das Diretrizes Curriculares e de parcerias com forte tendência neoliberal (ONGS, empresas, amigos da escola ). De modo geral, pode-se dizer que o currículo oficial da rede de ensino municipal, nos anos 1990, ofereceu à escola uma análise conservadora da cidade, atuando no sentido de reforçar e incentivar o apolitismo do cidadão e procurando conformá-lo à imagem de uma cidade modelar correta , ecológica , de planejamento exemplar e da união das etnias em que as desigualdades sociais e raciais ficam relegadas a segundo plano ou à invisibilidade