O propósito deste trabalho foi compreender como o ensino de língua japonesa evoluiu ao longo de cem anos de permanência dos japoneses no Brasil. Para melhor apreensão do objeto de nosso estudo, trabalhamos com duas vertentes de pesquisa, a histórica e a lingüística, privilegiando especialmente a visão dos professores, com os seus relatos orais e fontes documentais. Dos elementos da história, situamos o ensino de língua japonesa, nos seus primórdios, como uma língua de imigração a língua materna dos descendentes (1908-1941). No pós-guerra, o japonês é transmitido como língua de herança aos descendentes bilíngües, até chegar aos dias atuais, já ensinado como língua estrangeira. Para a análise lingüística entrevistamos os professores em exercício, que nos possibilitaram fazer um mapeamento de dados lingüísticos. Para essa análise, tomamos por base as teorias de aquisição e aprendizagem, os fundamentos do bilingüismo, os estudos de contato de línguas e trabalhos precedentes sobre a língua japonesa falada na comunidade nikkei. Verificou-se que, do ponto de vista lingüístico, houve um espectro de ocorrências que variaram desde questões de acuidade gramatical até de competência sociolingüística dos professores, no que diz respeito ao emprego da variedade lingüística, tanto de nativos quanto de não-nativos. Com os resultados obtidos, chegamos à conclusão de que, historicamente, o japonês não foi ensinado ou estudado como LE na esfera comunitária, nem pesquisas na área de ensino avançaram no meio acadêmico. À medida que o ensino de língua japonesa se propaga, inclusive entre não-descendentes, são necessárias pesquisas sobre a língua falada dos professores nativos e não-nativos, visando melhorar a competência lingüística, seja por meio de cursos de aperfeiçoamento, livros didáticos especializados para os alunos brasileiros, ou ainda pela elaboração de gramáticas bilíngües, tudo isso levando a novas concepções de ensino e aprendizagem, voltadas para a necessidade do alunado brasileiro. / The purpose of this paper is to understand how the teaching of the Japanese language has developed during the one hundred years that the Japanese people have been in Brazil. To better apprehend our object of study, we based our research on two elements: historical and linguistic grounds, favoring the teachers viewpoints, by means of their oral reports and evidentiary sources. From a historical point of view, the teaching of Japanese, within the Brazilian context, started out as an immigration language at its beginning (1908-1941), which was the mother tongue of the descendants; during the period after World War II, it was taught as the inheritance language of bilingual descendants; and nowadays it is being taught as a foreign language. For the linguistic analysis, we interviewed working teachers which enabled us to map the linguistic occurrences in order to prepare a linguistic databank. In order to carry out our linguistic analysis, we based ourselves on theories of secondlanguage acquisition and learning, bilingualism foundations, the study of languages in contact, and on earlier papers on the Japanese language spoken within the Nikkei community. We verified that in terms of linguistic view, there is a spectrum of occurrences that ranges from grammatical accuracy to social-linguistic competence in terms of language varieties, both native and non-native ones. Our results have led us to conclude that in historical terms, the Japanese language has not been taught or learned as a foreign language within the Japanese-Brazilian community, nor has research in the area of teaching thrived within the academic milieu. As the teaching of the Japanese language spreads, even among nondescendants, research should be done on the spoken language of native and non-native teachers with the aim of enhancing linguistic competence, be it through courses to perfect teachers linguistic skills, didactic books specially devised for Brazilian students or bilingual grammar books, all of which will entail new conceptions of teaching and learning better suited to Brazilian learners\' needs.

This is a study that looks at the teaching process of making a dance show within the Community School of Arts from a posthumanist perspective. How does the matter the students meet and the dance teacher uses make a difference? My interest in this question came to grow from my dance related work in a pre-school context where matter is given importance in relation to how children gets possibilities to experience and learn. The research material for this study, however, was generated from the Community School of Arts in Stockholm. The study identifies the matter that is making a difference for the dance teaching and learning in a process towards making a dance show at the Community School of Arts of Stockholm. The matter of importance identified was connected to the subject areas Body, Music/Sound, Clothes, Light and Space. The study investigates and articulates performative force between human and non-human matter, and further how the students and the dance teacher perceive this performative force. The study discusses how dance teaching and learning can benefit from a more reflective use of matter. In connection to the posthumanist approach the study takes a stand for, I argue that knowledge-making in the Community School of Arts can be seen from a rhizomatic perspective. That implies that learning the arts at the Community School of Arts can give students the opportunity to experience art from their different points of interest. To actively acknowledge the performative force of the different material matter involved in the process of creating a dance show, give students a way to develop dance joy. I argue that a more reflective and conscious use of matter can positively transform the dance teaching and learning of today. In a wider perspective the matter of matter in dance teaching and learning is a question that fosters environmental consciousness building on the sense that we share and are part of the same world, where matter matters.

O propósito deste trabalho foi compreender como o ensino de língua japonesa evoluiu ao longo de cem anos de permanência dos japoneses no Brasil. Para melhor apreensão do objeto de nosso estudo, trabalhamos com duas vertentes de pesquisa, a histórica e a lingüística, privilegiando especialmente a visão dos professores, com os seus relatos orais e fontes documentais. Dos elementos da história, situamos o ensino de língua japonesa, nos seus primórdios, como uma língua de imigração a língua materna dos descendentes (1908-1941). No pós-guerra, o japonês é transmitido como língua de herança aos descendentes bilíngües, até chegar aos dias atuais, já ensinado como língua estrangeira. Para a análise lingüística entrevistamos os professores em exercício, que nos possibilitaram fazer um mapeamento de dados lingüísticos. Para essa análise, tomamos por base as teorias de aquisição e aprendizagem, os fundamentos do bilingüismo, os estudos de contato de línguas e trabalhos precedentes sobre a língua japonesa falada na comunidade nikkei. Verificou-se que, do ponto de vista lingüístico, houve um espectro de ocorrências que variaram desde questões de acuidade gramatical até de competência sociolingüística dos professores, no que diz respeito ao emprego da variedade lingüística, tanto de nativos quanto de não-nativos. Com os resultados obtidos, chegamos à conclusão de que, historicamente, o japonês não foi ensinado ou estudado como LE na esfera comunitária, nem pesquisas na área de ensino avançaram no meio acadêmico. À medida que o ensino de língua japonesa se propaga, inclusive entre não-descendentes, são necessárias pesquisas sobre a língua falada dos professores nativos e não-nativos, visando melhorar a competência lingüística, seja por meio de cursos de aperfeiçoamento, livros didáticos especializados para os alunos brasileiros, ou ainda pela elaboração de gramáticas bilíngües, tudo isso levando a novas concepções de ensino e aprendizagem, voltadas para a necessidade do alunado brasileiro. / The purpose of this paper is to understand how the teaching of the Japanese language has developed during the one hundred years that the Japanese people have been in Brazil. To better apprehend our object of study, we based our research on two elements: historical and linguistic grounds, favoring the teachers viewpoints, by means of their oral reports and evidentiary sources. From a historical point of view, the teaching of Japanese, within the Brazilian context, started out as an immigration language at its beginning (1908-1941), which was the mother tongue of the descendants; during the period after World War II, it was taught as the inheritance language of bilingual descendants; and nowadays it is being taught as a foreign language. For the linguistic analysis, we interviewed working teachers which enabled us to map the linguistic occurrences in order to prepare a linguistic databank. In order to carry out our linguistic analysis, we based ourselves on theories of secondlanguage acquisition and learning, bilingualism foundations, the study of languages in contact, and on earlier papers on the Japanese language spoken within the Nikkei community. We verified that in terms of linguistic view, there is a spectrum of occurrences that ranges from grammatical accuracy to social-linguistic competence in terms of language varieties, both native and non-native ones. Our results have led us to conclude that in historical terms, the Japanese language has not been taught or learned as a foreign language within the Japanese-Brazilian community, nor has research in the area of teaching thrived within the academic milieu. As the teaching of the Japanese language spreads, even among nondescendants, research should be done on the spoken language of native and non-native teachers with the aim of enhancing linguistic competence, be it through courses to perfect teachers linguistic skills, didactic books specially devised for Brazilian students or bilingual grammar books, all of which will entail new conceptions of teaching and learning better suited to Brazilian learners\' needs.

Syftet med studien är att ta reda på hur fiolpedagoger på en kommunal musikskola undervisar i ämnet rytm och puls. Det saknas mer omfattande forskning inom området och vi ville därför göra en fördjupande studie som behandlar denna frågeställning. Det didaktiska perspektivet är vår teoretiska utgångspunkt och studien har sitt fokus på vilka hjälpmedel och metoder pedagogerna använder sig av när de lär ut. De metoder vi använde för att få svar på våra frågor var den kvalitativa intervjun samt videoobservation. De båda informanterna som medverkar i studien arbetar och verkar idag som fiolpedagoger på en kommunal musikskola. Resultaten visar på vilka olika sätt de båda informanterna undervisar i ämnet rytm och puls. Resultaten visar även hur de båda pedagogerna anpassar sin undervisning utifrån barnens sätt att lära. / The purpose of the study is to discern how violin teachers at the Community School of Music teach rhythm and pulse. There is no extensive research in this field and we have attempted to pursue an in-depth study that addresses this issue. Our theoretical starting point is the didactic approach and the study focuses on the tools and methods teachers use. The qualitative interview and video observation were the methods we used in order to obtain answers to our questions. The two informants involved in the study, work at the Community School of Music as violin teachers. The result demonstrates the various ways the two informants teach rhythm and pulse. The result also indicates how the two teachers adapt their teaching based on the children's ability and way of learning.

Denna studie har till syfte att undersöka privata musiklyssningsvanor och hur dessa förhåller sig till det egna musicerandet hos gymnasielever som tar instrumentallektioner på kommunala musik-/kulturskolan, samt hur dessa vanor påverkas av instrumentalundervisningen. Det teoretiska perspektivet är hämtat från sociologen Thomas Ziehe och handlar om hur ungdomar bygger upp sina identiteter i dagens samhälle. Som en bakgrund till undersökningen presenteras dels tidigare forskning om ungdomars musiklyssning, dels forskning om kommunala musik-/kulturskolan. Studien består av fem kvalitativa forskningsintervjuer med gymnasieelever i en svensk småstad. Resultatet visar att ungdomarna ägnar en stor del av sin fritid åt att lyssna på musik och att den främsta musikkällan idag är Spotify. De lyssnar på ett medvetet sätt på bland annat musikens uppbyggnad och musikernas skicklighet. Om och i vilken utsträckning ungdomarna privat lyssnar på samma typ av musik som de spelar på sina lektioner och om de påverkats i sitt privata lyssnande av undervisningen beror på en mängd olika faktorer och därför presenteras de fem ungdomarnas historier delvis var för sig. Resultatet visar också att det finns många olika skäl till att spela på musik-/kulturskolan, och att dessa olika skäl påverkar hur viktigt förhållandet mellan den spelade repertoaren och det privata lyssnandet blir för eleven. Slutligen presenteras och diskuteras två olika pedagogiska perspektiv på hur musiklärare kan förhålla sig till elevernas musiklyssning och förhållande till den på lektionerna spelade repertoaren. / This study aims to investigate private music listening habits and how they relate to the personal music-making among high school students who take instrumental lessons at community schools of music and culture, and how these habits are affected by instrumental teaching. The theoretical perspective comes from the sociologist Thomas Ziehe and is about how young people build up their identities in contemporary society. As a background to the study, previous research on young people's music listening and research on community schools of music and culture is presented. The study consists of five qualitative research interviews with high school students in a Swedish town. The results show that young people spend much of their free time listening to music, and that the main source of music today is Spotify. They listen in a conscious way, for example at the musical structure and the musicians' skills. Whether and to what extent young people privately listen to the same type of music that they play in their lessons and whether the teaching has influenced them in their private listening depends on a variety of factors. Therefore, the stories of the five young people are partially presented separately. The results also show that there are different reasons to study at a community school of music and culture, and that these reasons affect how important the relationship between the repertoire and the private listening habits is for each student. Finally, two different pedagogical perspectives on how teachers can relate to students' music listening habits, and their relationship to the repertoire being played at the lessons, are presented and discussed.

Cette thèse propose de comparer et d’analyser les conditions d’existence des écoles communautaires en milieu urbain et rural au Mali. Ce travail qui comporte un texte et une étude filmique examine, à travers les données recueillies auprès des populations enquêtées, les difficultés auxquelles les écoles communautaires de Sabalibougou à Bamako et de ’Korobougou sont confrontées. La vie dans le quartier de Sabalibougou n’est pas facile comme dans le village de ’Korobougou, c’est la raison pour laquelle donner une éducation aux enfants d’une communauté vivant dans une pauvreté extrême devient difficile pour les parents d’élèves ainsi que pour les membres des comités de gestion scolaire des écoles communautaires. Les écoles communautaires deviennent finalement l’otage des conflits entre parents d’élèves et membres des comités de gestion qui s’accusent mutuellement soit de non-payement de cotisation mensuelle soit de mauvaise gestion. Convaincu que lorsque l’éducation fonctionne bien, elle peut permettre aux communautés de changer leurs conditions de vie et de relever les défis auxquels elles sont confrontées (en lien avec leur manque de formation), nous avons décidé de nous consacrer à cette question. / This work compares and analyses the condition of community schools in both urban and rural contexts in Mali. Based on data collected through extensive fieldwork among local communities, this thesis - consisting of both text and a documentary film – examines, in particular, the hardships faced by the community school in the Sabalibougou quarter of Bamako city and its counterpart in the village of N’Korobougou. The pursuit of a happy life in suburban Sabalibougou is just as challenging as it is in N’Korobougou village. Providing education for their children is always a major problem for communities in extremepoverty. It can be a huge stress on parents and, equally, on those tasked with school management. Furthermore, educational and political authorities seem to be achieving very little by way of overcoming the well-known obstacles to success. As a result, relations are commonly strained between management and parents - who are, after all, in the case of community schools, both proprietors and immediate clients. There tends to be constant miscommunication and misunderstanding causing community schools to become trapped in a vicious cycle rather than steadily improving and fulfilling their raison d’être. My decision to research these issues stems from a firm belief that basic community education, properly implemented, is the way for the people themselves to overcome the very lack at the root of their hardship.

A presente dissertação quer avaliar o sentido e o valor da educação libertadora a partir da noção da experiência comunitária, uma experiência que seja democrática e, por isso, informe um espírito cidadão nos educandos. Partiremos das contribuições teóricas de Paulo Freire e Moacir Gadotti. Avaliaremos a influência da leitura que faz Anísio Teixeira da obra de John Dewey, e sua consequente influência na construção da educação democrática postulada por Freire. De maneira similar, construiremos o texto considerando as experiências de Anísio Teixeira e o Centro Educacional Carneiro Ribeiro: Escola Parque, na Bahia, em 1950; consequentemente a esta experiência histórica, elencaremos a proposta de um projeto de educação comunitária contemporâneo, um projeto desenvolvido em escolas municipais de Boa Vista, Roraima. / This dissertation wants to assess the meaning and value of liberating education from the concept of community experience, an experience that is democratic and, therefore, inform a spirit citizen in students. We leave the theoretical contributions of Paulo Freire and Moacir Gadotti. Evaluate the influence of reading that Anísio Teixeira makes the work of John Dewey, and its consequent influence on the construction of democratic education postulated by Freire. Similarly, we will build the text considering the experiences of Anísio Teixeira and Centro Educacional Carneiro Ribeiro: Escola Parque, in Bahia, in 1950; consequently this historical experience, listed the proposal for a project of contemporary community education, a project developed in municipal schools in Boa Vista, Roraima.

Submitted by Vasti Diniz (vastijpa@hotmail.com) on 2017-07-27T13:49:45Z No. of bitstreams: 1 arquivototal.pdf: 2988715 bytes, checksum: 0acccf88a732a819e9480c778b8d17ae (MD5) / Made available in DSpace on 2017-07-27T13:49:45Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2988715 bytes, checksum: 0acccf88a732a819e9480c778b8d17ae (MD5) Previous issue date: 2013-02-26 / The implementation of strategies aimed at awakening of environmental knowledge in schools with the children and adolescents manifests itself as an efficient strategy for long-term results. Instilling in students' everyday actions that require the awakening of environmental consciousness either through educational workshops, whether through games is an activity that can only develop through patience and continuity. The objective was to diagnose the perception of students on Environmental Education (EE) and Sanitation (SB); investigate the conception of students on educational activities after EA; check with the community to apply for school projects and EA SB; promote awareness of learners in EA through playfulness and verifying the design of educators on the environment, EA and SB. The research was conducted in two schools in the municipal schools of João Pessoa, in the neighborhoods of Christ Redeemer and Mangabeira during the year 2012 as the theme Environmental Education and its close relationship with the efficient provision of Sanitation. The characteristic methodology used was a qualitative approach, pointing out features of ethnographic research, phenomenological, of bioregionalism and participant observation. Therefore, it employed the use of questionnaires pre-and post-test to the students and the teachers and the community just a questionnaire. With students from both schools have developed five workshops teaching the sixth to ninth years based techniques reuse of recyclable materials. In two schools it was found that the majority of respondents initially indicated a generalist view of EA and after the workshops the students increased their understanding recognizing the vision conservation, among others. The communities had a low level of environmental knowledge, but a good degree on factors plumbing their respective localities and teachers of the two schools have embraced the research objectives and reinforcing explanations of educational workshops, contributing to the development. The majority asserted that could generally apply their knowledge in EA, in everyday life, and also positively as often relate the content of their disciplines with EA. We conclude that students' knowledge, about the environmental and health issues, noted after developments in various aspects of research and development activities that escape the routine of students who break the sameness of the traditional model of education, with explanations differentiated view videos, and development of pedagogical workshops intending to raise awareness on environmental issues, fulcrum those that refer to health services, are quite valid before the degree of motivation aroused. / A aplicação de estratégias voltadas ao despertar dos saberes ambientais nas escolas junto à crianças e adolescentes manifesta-se como uma eficiente estratégia de resultados a longo prazo. Incutir no cotidiano dos alunos ações que requeiram o despertar da consciência ambiental quer seja por meio de oficinas pedagógicas, quer seja por meio de jogos é uma atividade que só é possível desenvolver-se mediante paciência e continuidade. Objetivou-se diagnosticar a percepção dos educandos, sobre Educação Ambiental (EA) e Saneamento Básico (SB); investigar a concepção dos educandos sobre EA após atividades pedagógicas; verificar com a comunidade a aplicação de projetos escolares de EA e SB; promover a sensibilização dos educandos em EA através da ludicidade e verificar a concepção dos educadores sobre meio ambiente, EA e SB. A pesquisa foi realizada em duas escolas da rede municipal de ensino de João Pessoa, nos bairros de Mangabeira e Cristo Redentor durante o ano de 2012 quanto a temática Educação Ambiental e sua estreita relação com a eficiente prestação de serviços de Saneamento Básico. A característica metodológica utilizada foi a abordagem qualitativa, apontando traços da pesquisa etnográfica, fenomenológica, do biorregionalismo e da observação participante. Para tanto, lançou-se mão da aplicação de questionários de pré e pósteste junto aos alunos e com os professores e a comunidade apenas um questionário. Com os alunos das duas escolas desenvolveram-se cinco oficinas pedagógicas do sexto ao nono anos baseadas em técnicas de reutilização de materiais recicláveis. Nas duas escolas detectou-se que a maioria das respostas, inicialmente, apontavam para uma visão generalista de EA e que após as oficinas os alunos aumentaram a sua compreensão reconhecendo também a visão conservacionista, entre outras. As comunidades apresentaram um baixo grau de conhecimentos ambientais, mas um bom grau acerca dos fatores sanitários de suas respectivas localidades e os professores das duas escolas abraçaram a pesquisa reforçando as explanações e objetivos das oficinas pedagógicas, contribuindo para o desenvolvimento. Em sua maioria asseveraram que geralmente conseguiam aplicar seus conhecimentos em EA, no dia a dia, e, positivamente também quanto geralmente relacionar os conteúdos de suas disciplinas com EA. Conclui-se que os conhecimentos dos alunos, acerca das questões ambientais e sanitárias, apontou evoluções em vários aspectos após o desenvolvimento da pesquisa e atividades que fogem da rotina dos alunos, que quebram a mesmice do modelo tradicional de ensino, com explanações diferenciadas, exibição de vídeos, e desenvolvimento de oficinas pedagógicas intencionando a sensibilização nas questões ambientais, fulcro naquelas que remetem aos serviços sanitários, são bastante válidas ante o grau de motivação despertado.

This document serves as a mini dissertation in the professional Master of Architecture degree in the Department of Architecture at the University of Pretoria. It focuses on the educational ecosystem within the context of South Africa, with emphasis placed on the economically distressed environment of Mamelodi East. Mamelodi is a township situated in the north east of the City of Tshwane, Gauteng. Due to the location of the University of Pretoria’s Mamelodi Campus, this area has been a study of investigation for many faculties over the years. The spatial consequences of architecture on the educational ecosystem are questioned, with focus placed on the shift in the learning environment towards lifelong learning. The dissertation deals with this concept from the perspective of the holistic development of a person through the qualitative social activities of learning. Lifelong learning is explored throughout the dissertation from a spatial and non-spatial point of view. The spatial conversation deals with the intersection between architecture and education, whilst the non-spatial conversation advocates for a relationship between a community and its school, as integral in achieving lifelong learning. The study is grounded in a typological understanding of the schooling environment that arises as a result of South African educational policy documents. A critical stance is taken where the resulting school typology is challenged in relation to context. The intention is to redefine the current teacher-centric classroom and corridor typology. It is proposed that the schooling environment should be publicly redefined and serve as a support structure within its context, instead of isolating the educational experience. This is explored through the concepts of building as a boundary and building for pedagogy with the resulting development of a spatial matrix to provide architectural definition to South African educational policy. Tsako Thabo Secondary School was used as a case study school for the application of the matrix principles, however it is intended that these principles could be applied to other schools within similar contexts and typologies to achieve lifelong learning potential. Both the research and design process of the dissertation has been directed through the lens of Participatory Action Research (PAR) involving co-design and spatial agency theories. Particular focus within the co-design process was given to the development of design games as a mediation tool. An intimate use of both analogue and digital design games has been applied throughout. / Mini Dissertation (MArch (Prof))--University of Pretoria, 2020. / Departmental National Research Foundation (NRF) project titled, Stitching the city: From micro-data to macro-views (STINT), aimed at establishing a “transdisciplinary collaboration” to develop a “methodological framework and digital platform for the collection, storage, and sharing of spatial, socio-economic data at a street and precinct level” (Roussou, Brandao, Adelfio & Thuvander 2019). The STINT project was a collaborative effort between the University of Pretoria (UP), South Africa (Departments of Architecture and GeoInformatics) and Chalmers University in Gothenburg, Sweden (Department of Architecture) from 2019 to 2020. In particular, the collaboration was between the Unit for Urban Citizenship (UUC) and the Social Inclusion Studio (SIS) from Chalmers University’s architecture department. / Architecture / MArch (Prof) / Unrestricted

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