Made available in DSpace on 2016-06-02T19:38:45Z (GMT). No. of bitstreams: 1 DissRPC.pdf: 4541699 bytes, checksum: 0a15e746cc62d592608bcad54351b1db (MD5) Previous issue date: 2006-08-08 / The present study endeavours to contribute to a better understanding of the education in this country by means of a case study of the Centro de Divulgação Científica e Cultural CDCC (Centre for Scientific and Cultural Promotion). This centre was established in 1980 by the São Carlos campus of the University of São Paulo and since then put under the care of the Institute of Physics and Chemistry. The CDCC operates educational projects aimed at fostering scientific curiosity in basic educational level students. The investigation covers the process of CDCC s creation and seeks comprehension of its first motivation and objectives as well as peruses into the history of its building, which once hosted the Engineering School of USP-São Carlos. It does also investigate the services offered to the community, analyses CDCC administrative rules, and more incisively, reasons out the role of the Experimentoteca , the initial project that begot the Centre itself, and whose scope is to provide means of empirical experience of scientific theories for children at the basic level of education. The Experimentoteca is a portable laboratory of sciences that, under request, is taken to schools for classroom demonstrations. This project, initially restricted to São Carlos City and region, is currently extended to 31 cities of 13 different states. Following the steps of Buffa and Nosella, an epistemological frame of reference is taken from work and educational relations as well as from the relations of general overview and singular descriptions, as established by the New History, along with analysis of documents and facts under the educational viewpoint of the country. The sources are both the literature concerning community roles of the university, defined as one of the corners of the university s triple mainstay in the 5,540/68 Bill and the 1988 Constitution, and yet the literature concerning the history of Brazilian education, chiefly after the 5,692/71 Bill, which was in force when the CDCC was created. Additional research sources are magazines, books, scientific articles concerning the CDCC and its building, as well as CDCC s reports and governance rules. Interviews with CDCC s workers and founders and questionnaires applied to students using the Experimentoteca are yet complementary sources. Data analyses avail a conclusion that CDCC orientation differs from the patronizing stance that pervades most of community services. Indeed, evidence was produced as to suggest that CDCC s intervention fosters reflection and responsibility among students. Nevertheless, the scientific curiosity does not seem to blossom as expected. School and social-family adverse environments do not make room for such: these are children of low income working class parents, who are educationally deprived and subjected by a neglected educational policy that includes deteriorated buildings, unhealthy classrooms, and teachers discouraged by low wages and bad working conditions. The CDCC s work stands alike a clean drop over a polluted river but its initiative is not useless, and does meet its best meaning in the respect to citizenship and in the interchange of lay and academic wisdom provided by the collaboration between university and community. There remains a hope that such values that exceed school limits be dully appreciated by the country politicians. / A presente dissertação busca contribuir para o entendimento da educação no país através do estudo de caso do Centro de Divulgação Científica e Cultural (CDCC), um trabalho de extensão realizado, desde 1980, pela Universidade de São Paulo, câmpus São Carlos, sob responsabilidade do Instituto de Física e Química. Este Centro realiza projetos educacionais voltados a alunos do ensino básico com o intuito de desenvolver o interesse pelas ciências. A pesquisa percorre o processo de criação deste Centro e busca entender suas motivações e objetivos iniciais; resgatar o histórico do prédio no qual se instala, que foi a primeira sede da Escola de Engenharia da USP-São Carlos; analisar as atividades oferecidas à população; apreciar o seu regimento administrativo; e, de forma mais aprofundada, estudar o desenvolvimento do projeto Experimentoteca, mola propulsora para o nascimento do Centro, cujo objetivo é instrumentalizar o aluno do ensino básico para que ele entenda, através da prática, as teorias científicas aprendidas em sala de aula. A Experimentoteca é um laboratório de ciências circulante e os experimentos são levados às escolas que os solicitam para serem realizados em sala de aula. O projeto, que se iniciou em São Carlos e região, atualmente, é usado em 31 cidades de 13 Estados do país. Seguindo os passos de Buffa e Nosella, usam-se como referências teóricometodológicas as relações de trabalho e educação, as relações das visões gerais e descrições do singular estabelecidas na chamada Nova História, além da análise de documentos e fatos sob a ótica educacional do país. As fontes são tanto a bibliografia que se refere ao trabalho de extensão universitária, definido como um dos elementos do tripé de sustentação da universidade na Lei n° 5.540/68 e ratificado na Constituição de 1988, quanto a que analisa a história da educação brasileira, principalmente depois da Lei n° 5.692/71, que se encontrava em vigência no país à época da criação do CDCC. Também são fontes documentais da pesquisa: revistas, livros, artigos científicos sobre o CDCC e sobre prédio onde atua, relatórios das atividades, projetos e regimentos do Centro. Entrevistas gentilmente cedidas por funcionários e participantes da criação do CDCC são fontes orais fundamentais para a análise assim como entrevistas e questionários respondidos por alunos que utilizam a Experimentoteca. Da análise dos dados e informações obtidos pôde-se concluir que a orientação do Centro de Divulgação Científica e Cultural distingue-se da visão assistencialista que guia a maioria dos trabalhos de extensão. De fato, reuniram-se evidências que sugerem que a intervenção do CDCC promova reflexão e responsabilidade entre os alunos que seu trabalho alcança. No entanto, o esperado interesse pelas ciências é diluído em meio aos problemas que os estudantes da rede pública enfrentam em seu cotidiano tanto escolar quanto sócio-familiar. Eles são filhos de trabalhadores de renda modesta, de limitado capital cultural e ainda vítimas de uma política educacional deficiente que proporciona ensino em prédios mal cuidados, em salas mal ventiladas e com professores desmotivados por baixos salários e más condições de trabalho. O trabalho do CDCC acaba sendo uma gota de água limpa em um rio sujo, porém a iniciativa não é inócua e encontra seu maior significado no respeito ao cidadão, na troca entre os saberes popular e acadêmico, na abertura da comunicação da universidade com a população. Permanece a expectativa de que esta compreensão de que a educação excede os muros da escola ganhe o respeito que reclama dos governantes do país.

Le sociologue Bourdieu définit le capital social comme : "L’ensemble des ressources actuelles ou potentielles qui sont liées à la possession d’un réseau durable de relations". Sur Twitter, les abonnements, mentions et retweets créent un réseau de relations pour chaque utilisateur dont les ressources sont l’obtention d’informations pertinentes, la possibilité d’être lu, d’assouvir un besoin narcissique, de diffuser efficacement des messages.Certains utilisateurs Twitter -appelés capitalistes sociaux - cherchent à maximiser leur nombre d’abonnements pour maximiser leur capital social. Nous introduisons leurs techniques, basées sur l’échange d’abonnements et l’utilisation de hashtags dédiés. Afin de mieux les étudier, nous détaillons tout d’abord une méthode pour détecter à l’échelle du réseau ces utilisateurs en se basant sur leurs abonnements et abonnés. Puis, nous montrons avec un compte Twitter automatisé que ces techniques permettent de gagner efficacement des abonnés et de se faire beaucoup retweeter. Nous établissons ensuite que ces dernières permettent également aux capitalistes sociaux d’occuper des positions qui leur accordent une bonne visibilité dans le réseau. De plus, ces méthodes rendent ces utilisateurs influents aux yeux des principaux outils de mesure. Nous mettons en place une méthode de classification supervisée pour détecter avec précision ces utilisateurs et ainsi produire un nouveau score d’influence. / Bourdieu, a sociologist, defines social capital as : "The set of current or potential ressources linked to the possession of a lasting relationships network". On Twitter,the friends, followers, users mentionned and retweeted are considered as the relationships network of each user, which ressources are the chance to get relevant information, to beread, to satisfy a narcissist need, to spread information or advertisements. We observethat some Twitter users that we call social capitalists aim to maximize their follower numbers to maximize their social capital. We introduce their methods, based on mutual subscriptions and dedicated hashtags. In order to study them, we first describe a large scaledetection method based on their set of followers and followees. Then, we show with an automated Twitter account that their methods allow to gain followers and to be retweeted efficiently. Afterwards, we bring to light that social capitalists methods allows these users to occupy specific positions in the network allowing them a high visibility.Furthermore, these methods make these users influent according to the major tools. Wethus set up a classification method to detect accurately these user and produce a newinfluence score.

Many developing countries, rich with natural resources, have turned to tourism as a source of national growth and subsequently an increasing amount of local communities are being "developed". Despite its importance to developing countries, tourism has been covered scarcely in the literature on development studies. Local communities that find themselves in a situation having to deal with tourism related development, face many challenges. Contrary to previous work on development which considered poor local communities a threat to the natural environment, current views emphasise the role of the community in bringing about participation, conservation and consequently Sustainable Development. Therefore, if tourism can be seen as a possible path to Sustainable Development, the role of the local community in its development is of vital importance. This research investigates the role of the local community in integrating conservation in tourism related development by means of a case study on Apo Island. / DEVELOPMENT STUDIES / MA(SS)(DEV. STUD)

Many developing countries, rich with natural resources, have turned to tourism as a source of national growth and subsequently an increasing amount of local communities are being "developed". Despite its importance to developing countries, tourism has been covered scarcely in the literature on development studies. Local communities that find themselves in a situation having to deal with tourism related development, face many challenges. Contrary to previous work on development which considered poor local communities a threat to the natural environment, current views emphasise the role of the community in bringing about participation, conservation and consequently Sustainable Development. Therefore, if tourism can be seen as a possible path to Sustainable Development, the role of the local community in its development is of vital importance. This research investigates the role of the local community in integrating conservation in tourism related development by means of a case study on Apo Island. / DEVELOPMENT STUDIES / MA(SS)(DEV. STUD)