Les organisations du service public sont particulièrement concernées par l'instrumentation intensive de leur gestion. A cet effet, le management public mobilise des outils de gestion issus du secteur privé tout en composant avec des organisations de type wébérienne.En 2008, la création d'un nouvel organisme, Pôle emploi, issu de la fusion de l'Assedic et de l'ANPE est une opportunité pour étudier les outils mobilisés à cette occasion.Suite à la fusion, Pôle emploi fait face à de nombreux bouleversements d'ordre identitaire, culturel et organisationnel. Ils concernent tout autant la ligne managériale que les agents, à la fois tiraillés entre les acquis historiques de leurs institutions d'origine et les nouveaux repères qui forgent cette nouvelle institution publique. La solution opérationnelle se traduit par l'instrumentation de son management autour du dispositif de gestion Système de management par la qualité. Notre étude de cas décrypte la trajectoire longitudinale de l'outil de gestion, amené à s'adapter pour légitimer la philosophie gestionnaire de performance qu'il porte. Nous interrogeons les acteurs d'un pôle emploi régional, plongés dans un jeu social complexe dominé par un changement organisationnel et gestionnaire imposé par le sommet, sous la pression d'un contexte de crise et de chômage endémique.Cette étude s'articule sur deux questions de recherche. La première repose sur la perception des acteurs managériaux qui contrôlent le Système de management par la qualité et celle des acteurs utilisateurs qui le pratiquent. La deuxième interroge les stratégies que développent ces mêmes acteurs, issus de groupes professionnels distincts. Dans une approche contextualiste et dynamique, notre cadre d'analyse s'articule autour de la théorie des instruments, la théorie de la régulation sociale et la théorie néo-institutionnaliste. L'enjeu repose sur la conciliation des cultures-métier et managériales historiquement ancrées en vue d'imposer progressivement une culture commune parmi les employés de Pôle emploi. / The public service organizations are particularly concerned with the intensive instrumentation management. To this end, the public management mobilizes tools from the private sector while dealing with organizations Weber.In 2008, the creation of a new agency, Pôle emploi, in charge of employment, resulting from the merger of a private organization (Assedic) and a public one (ANPE).After the merger, Pôle emploi faces numerous upheavals of identity, cultural and organizational order. They concern just as much the managerial line than the agents, at the same time pulled between the historic experiences of their institutions of origin and the new marks which forge this new public institution.The operational solution is translated by the instrumentation of its management around the Quality management system. Our case study deciphers the longitudinal trajectory of this management tool, brought to adapt itself to legitimize the philosophy administrator of performance whom it carries. We question the actors of a regional employment agency, plunged into a complex social game dominated by an organizational change and the administrator been imperative by the summit, under the pressure of a context of crisis and endemic unemployment.This study focus on two research questions. The first one bases on managerial actors' perception who control the Quality management system and on user actors who practice it. The second questions the strategies which develop the same actors, stemming from different professional groups. In a contextualiste and dynamic approach, our framework articulates around the theory of instruments, the theory of the social regulation and the new institutional theory. The stake bases on the conciliation of the cultures-job and managerial historically anchored to impose gradually a common culture among Pôle emploi employees.

A presente dissertação aborda o estudo da relação entre o ensino de geografia e a identidade cultural das comunidades remanescentes de quilombos, localizadas no Vale do Ribeira, Estado de São Paulo. A partir da análise das propostas didáticas para o ensino de geografia, desenvolvido nas escolas públicas dos municípios de Eldorado e Iporanga (Ensino Fundamental II) e também na escola estadual localizada no quilombo de Ivaporunduva (Ensino Fundamental I), este trabalho buscou identificar elementos que contribuem (ou não) para a (re) construção da identidade cultural quilombola. A região do Vale do Ribeira concentra as maiores manchas contínuas remanescentes de Mata Atlântica do Brasil e, também, apresenta os piores indicadores sócio-econômicos do Estado de São Paulo. Nesse contexto, a preservação ambiental e o desenvolvimento econômico se chocam. Dessa maneira, os projetos de construção de barragens para o rio Ribeira de Iguape ganham força interna e, com isso, grande parte das comunidades de quilombos, situada às margens do rio Ribeira, sofrem o risco de perder seus territórios. A identidade cultural das comunidades de quilombos no Brasil está relacionada com o território onde vivem. As comunidades do Vale do Ribeira, ameaçadas de expropriação territorial, lutam pelo direito à propriedade da terra (Artigo 68 da Constituição), forçando-os a se (re) pensarem como quilombolas em vários aspectos da vida social. E é nesse bojo, que a preocupação com uma escola que valorize sua identidade cultural adquire importância. A partir de entrevistas com lideranças quilombolas, professores e alunos, como também observação de aulas, pudemos constatar que, entre a escola que desejam e a que se apresenta no cotidiano há um longo caminho a ser trilhado. Ao pesquisar o papel do ensino de geografia identificamos importantes ações no sentido de valorizar o lugar de vivência do aluno. Encontramos ainda ações didáticas que reforçam a homogeneização, negando a pluralidade cultural existente na vida escolar. / This dissertation approaches the subject of the relationship between the study of Geography and the cultural identity of remaining communities of quilombos in the Vale do Ribeira region, in the Brazilian state of São Paulo. From the analysis of methods proposed to teach Geography in public, municipality funded-schools in the towns of Eldorado and Iporanga (second grade) and in the state funded public school inside the Ivaporunduva Quilombo (first grade), this work tries to identify elements that help - or not - (re) create the cultural identity of the quilombo dweller. In the Vale do Ribeira region are the largest stretches of what remains of the Brazilian Mata Atlantica, formerly a forest complex that covered all of Brazil\'s coast and is known for its animal and plant diversity. The region also has the worst social and economic indicators in the state of São Paulo. In this context, environmental conservation collides with the need for economic development. Therefore, projects to build dams in the Ribeira do Iguape river naturally resonate among the local population. At the same time, however, a good deal of the quilombo communities, which are settled on Ribeira\'s riverbed, see their ancestral territories in jeopardy. The quilombo communities\' cultural identity is directly related to the place where they live. The Vale do Ribeira communities, under the prospect of losing their territory, fight for their right to their land (article 68 in the Brazilian constitution). That forces them to (re) think themselves as quilombolas - the name given to people who live in quilombos - in the various aspects of their social lives. It\'s within this frame that the concern about having a school that values their cultural identity becomes ever more important. From interviews with leaders of the quilombos, teachers and students, and from the observation of classes, it was clear that there still is a long way to be trailed before the ideal school for that purpose is achieved. In researching the role Geography classes play, we identified important actions that try to value the student\'s local space. We also saw actions that reinforce cultural homogeneization, instead of valuing the cultural diversity present in the schools.

Esta dissertação trata da importância da preservação da cultura local, na cidade de São Luis do Paraitinga, no interior do Estado de São Paulo. O sentimento de pertencer a um grupo, partilhando valores, ideais e crenças comuns motiva essa população a comemorar e dessa forma preservar suas festas tradicionais, uma rica e diversificada cultura popular. A pesquisa aqui apresentada buscou conhecer como os processos comunicacionais dessa localidade se relacionam com as suas manifestações culturais, mas deteve-se no estudo da comunicação radiofônica, com ênfase na rádio comunitária da cidade. Foi procurar indícios de como a Rádio Paraitinga pode estabelecer um processo comunicacional, em comunhão com a concepção de vida, dos valores éticos, estéticos, artísticos e religiosos da comunidade. Como compreende, participa e desenvolve os laços de identidade e de pertencimento. Como a comunidade se identifica com a Rádio. Como vinculam sua intensa vivência do cotidiano à emissora. O estudo apresenta, em suas considerações finais, importantes dados indicadores do quanto a rádio da cidade responde a essas questões e sugere ações para que ela efetivamente exerça seu papel junto à comunidade, ações que realmente possam identificá-la como comunitária e, dessa forma, contribuir para a preservação das manifestações culturais. / This study says about the importance of the local culture preservation, in the city of São Luis do Paraitinga, interior of São Paulo. The feeling of belonging to a group, sharing values, ideals and common beliefs motivate this population to celebrate and therefore preserve their folk festivities, a rich and diversity popular culture. The following research meant to know how the communicational processes of this place relate to their culture manifestations, but privileged the radiophonic communication, focusing the city community radio. Searched hints how the Paraitinga Radio can establish a communication process, in congruent with their life conceptions, ethical, aesthetical, artistical and religious values. As understanding, sharing and developing their identity and belonging bonds. As the community identify itself with the Paraitinga Radio. As sharing their intense way of life with the radio station. In its final considerations, the research shows important indicating data of how the city radio answer this questions and its recommends actions that can really identify than as community and therefore to contribute to the preservation of the cultural manifestations.

The 1970s were a period of renaissance for the crafts in Britain, often referred to as a craft revival. The creation of national organisations and infrastructures to support craft, and define its identity, played a crucial role in this. The received craft revival narrative focuses on the Crafts Council of England and Wales, with its emphasis on raising the status of craft and promoting it as fine art, largely through the efforts the Minister for the Arts, Lord David Eccles. The narrative in Scotland was very different, and is a story that until now remains untold. Scotland had its own national agencies with responsibility for the crafts. But instead of having a focus on the arts, they were tasked with addressing Scotland’s economic decline, and saw an opportunity to develop Scottish craft as both an industry and a product. The emphasis was not on promoting craft as fine art as in England and Wales, but rather on developing craft as commodity. Borrowing from Adamson’s thesis that as a form of cultural production, ‘craft is itself a modern invention’ (Adamson 2013 p. xiii), this thesis will analyse how Scottish development organisations in the 1970s attempted to promote and invent Scottish craft as an industry and product, and how those involved in the making of Scottish craft responded to this. In order to do this, it will examine the origins of the 1970s craft revival in Britain, the legacy of the invention of modern Scottish craft, and the two development agencies tasked with its invention in the 1970s: the Highlands and Islands Development Board, and the Scottish Development Agency. This thesis makes an original contribution by telling the Scottish side of the 1970s craft revival story. It also addresses wider issues that have received little critical attention in craft history, namely the relationship between craft and commodification, and the tension between modernity and tradition in the invention of modern craft.

A cidade de São Luiz do Paraitinga, localizada no Vale do Paraíba, estado de São Paulo, nos primeiros dias do ano de 2010, foi atingida pela maior inundação de sua história. As águas do rio Paraitinga subiram aproximadamente doze metros acima de seu leito habi-tual, causando a destruição de grande parte do patrimônio histórico arquitetônico e causando diversos prejuízos à população atingida. O processo de reconstrução da cidade foi marcado por ter a cultura local como pro-tagonista que, em diversas situações obrigou o poder público e os órgãos de preservação do patrimônio histórico a reverem projetos pré-concebidos e contemplar a identidade local como objetivo primordial. Para estudar a cultura popular protagonizando o processo de reconstrução de São Luiz do Paraitinga, primeiramente apresentei o lugar que a memória e as manifestações da cultura popular têm na construção da identidade da cidade. Diretamente envolvido no pro-cesso que também era meu objeto de estudo, coletei uma rica documentação que, com minha vivência, fundamentou a análise apresentada. Nela, ressalto o lugar central que o modo de viver dos moradores ocupou em diferentes momentos ligados à tragédia ocorrida, às ações voltadas para a retomada da normalidade e à reconstrução do que havia sido destruído. A experiência trouxe contribuições relevantes não só para a vida pública de São Luiz do Parai-tinga, como para a reflexão acerca das situações resultantes de tragédias que alteram a vida de cidades, transformando completamente seu cotidiano e envolvendo ações e relações ex-cepcionais de órgãos públicos, entidades coletivas e da população. / The city of Sao Luiz do Paraitinga, located in the Paraiba Valley, State of Sao Paulo, in the first days of calendar year 2010, was hit by the biggest flood in its history. The waters of the river Paraitinga rose about twelve meters above its usual riverbed, causing destruction of a great portion of the architectural heritage and causing several damages to the affected population. The process of reconstruction of the city had the local culture in a leading role since in various situations the government and agencies responsible for national heritage preser-vation were forced to review pre-designed projects and contemplate the identity of that community as an essential goal. In order to study this leadership of popular culture in the process of rebuilding São Luiz do Paraitinga, I first brought up the significance that memory and expressions of pop-ular culture have for the identity of the town. Directly involved in the process, which was also my object of study, I collected rich documentation that along with my experience jus-tified the analysis presented. In that analysis, I highlight the main role that peoples life-style played in different moments which are linked to the tragedy that occurred, to the ac-tions taken to return to normality and to the reconstruction of what had been destroyed. The experience brought significant contributions, not only to the people of Sao Luiz do Paraitinga, but also to the understanding of situations resultant from disasters that change the living conditions in cities, completely transforming its daily routines as well as the practices of governmental and collective agencies and the population.

Made available in DSpace on 2016-03-15T19:42:58Z (GMT). No. of bitstreams: 1 Lara Cristina Merlini Coninck.pdf: 13955115 bytes, checksum: fd2ae1bbc80d797e66ee725a0c9cf7ec (MD5) Previous issue date: 2014-12-17 / This study had as its main objective to examine the presence of preservation of the cultural identity of São Luiz do Paraitinga within its school environment. The research sought to contribute to the preservation of the town s cultural identity, highlighting for the school community the importance and wealth of its historic, folkloric, and cultural data, and the importance of schools in the preservation of local culture. From the starting point of gathering information about the town, its history, culture, rural culture, folklore, tangible and intangible cultural heritage (encouraged by Pesavento, Cascudo, Rios), tourism, celebrations, and natural events such as the flood of 2010, there followed a stepping into the school universe to become familiar with practices aimed at socialization/appropriation of the town s cultural characteristics. The town has nine schools located in rural and urban areas, from which were chosen five primary schools as the object of the research, the most central of which received a more detailed investigation, it having achieved good results in the Primary Education Development Index. The theoretical foundation involved the following themes; culture, school culture, the role of schools and teachers, education as culture, and the relationship between school and culture with authors such as Perrenoud, Brandão, Florestan Fernandes. Research was carried out by means of the following methods; participant observation, interviews, narratives, and document analysis relying on Bauer and Gaskell, Ludke and André. Participant observation brought a better understanding of the reality of the schools; availability of school places for pupils, data concerning registered pupils, school location, and especially projects developed regarding the research theme and the participation of teachers and students in the same. Documents analysed were sought in the schools and in the local education board. Interviews and narratives were employed with teachers and town residents who offered their opinions on the culture of the town and its preservation, their own experiences regarding this theme, and the presence in schools, or lack thereof, of projects aimed at preserving local culture. Existing school projects were analysed for the presence of local culture, folklore, and the preservation of cultural identity. Projects such as Rescuing the river , Holy Spirit Festival , Music of Elpídio dos Santos , and National Day were developed in four schools, with at least one project in each. Eight projects were developed in the focus school, highlighting the Memories and Identities project, obviously aimed at the dissemination and preservation of local culture. It was concluded that there is a concern for the presence of some form of local culture in schools, albeit with projects connected to celebrations and without pupil participation in their construction, and little participation in their development; the pupils are recipients of proposals and information. There is little community participation in schools, despite an increase in 2014. Generally there is no clear stance from schools, teachers, coordinators and principals with regard to the necessity of including specific activities tailored to the preservation of the town s cultural heritage. Thus, we see the need for investment in the dissemination of local culture in schools and in teacher training, that they may be involved effectively in the preservation of culture in São Luiz do Paraitinga. / Este estudo teve como principal objetivo analisar a presença da preservação da identidade cultural da cidade de São Luiz do Paraitinga no ambiente escolar. A pesquisa buscou contribuir para a preservação da identidade cultural da cidade, evidenciando para a comunidade escolar a importância dos seus dados históricos, folclóricos e culturais, mostrando a riqueza que esta possui e a importância da escola no contexto da preservação da cultura local. A partir do levantamento de dados sobre a cidade, sua história, cultura, cultura caipira, folclore, patrimônio material e imaterial (apoiando-se em Pesavento, Cascudo, Rios), turismo, festividades e acontecimentos naturais como a enchente de 2010, buscou-se adentrar o universo escolar para conhecer práticas voltadas para a socialização/apropriação das características culturais da cidade. A cidade tem nove escolas distribuídas nas áreas rural e urbana; destas foram escolhidas cinco escolas do Ensino Fundamental I como objeto da pesquisa, com aprofundamento em uma delas, a mais central da cidade, que alcançou bons índices no IDEB (Índice de Desenvolvimento da Educação Básica). O embasamento teórico envolveu os temas: cultura, cultura escolar, papel da escola e dos professores, educação como cultura e relação entre escola e cultura com autores como, Perrenoud, Brandão, Florestan Fernandes. Para o desenvolvimento da pesquisa foram adotados os seguintes procedimentos metodológicos: observação participante, entrevistas, narrativas e análise documental contando com Bauer e Gaskell, Ludke e André. A observação participante permitiu conhecer a realidade das escolas, como: oferecimento de vagas, dados sobre alunos matriculados, localização e, especialmente, os projetos desenvolvidos sobre a temática da pesquisa e a participação nestes de professores e alunos. Os documentos analisados foram buscados nas escolas e na Secretaria de Educação Municipal. Entrevistas e narrativas foram utilizadas com os professores das escolas e com moradores da cidade, que expuseram suas opiniões sobre a cultura da cidade, a preservação dessa cultura, as situações vivenciadas nesse contexto e a presença (ou não), nas escolas, de projetos voltados para a preservação da cultura local. Com relação aos projetos escolares existentes procurou-se identificar a presença da cultura local, do folclore, da preservação da identidade cultural da cidade. Projetos como Resgatando o rio , Festa do Divino , Moçambique , Música de Elpídio dos Santos , Dia da Pátria , Festa Junina Chi, Pul, Pul foram desenvolvidos em quatro escolas, ao menos um em cada uma delas. Na escola foco do estudo mais aprofundado, oito projetos foram desenvolvidos, destacando-se o de título Memórias e Identidades, claramente voltado para a disseminação e preservação da cultura local. Conclui-se que há uma preocupação com a presença de alguma forma de cultura local na escola, embora os projetos sejam realizados pontualmente, em função das festas, sem participação dos alunos em sua construção e pouca participação em seu desenvolvimento; os alunos são receptores das propostas e das informações. Há pouca participação da comunidade na escola, embora tenha ocorrido um aumento dela no ano de 2014. De modo geral, não há posicionamento claro das escolas e de seus professores, coordenadores e diretores quanto a necessidade de incluir atividades específicas voltadas para a preservação do patrimônio cultural da cidade. Assim sendo, apresenta-se a necessidade de investimento na disseminação sistemática da cultura local nas escolas e formação para os professores, de modo a que efetivamente se envolvam na preservação da cultura de São Luiz do Paraitinga.

A Lei n° 10.639/2003 tornou obrigatório o ensino de História da África e Cultura Afro-brasileira nos estabelecimentos escolares do país. A partir disso, as religiões afro-brasileiras começaram a ser abordadas em sala de aula, como parte de um conjunto de práticas e valores de origem africana importante no desenvolvimento da população negra no Brasil. Este trabalho teve como objetivo estudar o modo como essas manifestações religiosas aparecem nos materiais didáticos, cursos de formação continuada de professores e, por vezes, na própria sala de aula a partir dessa Lei, assim como procurou identificar as tensões e negociações verificadas quando essas religiões saem de seus espaços de manifestação próprios, os terreiros, e adentram a escola. As relações entre a visão de mundo religiosa e do senso comum (presente nos discursos e práticas de professores e alunos praticantes de diferentes denominações religiosas: como o catolicismo, pentecostalismo etc.) com o ensino e aprendizado de valores vistos simultaneamente como religiosos e símbolos culturais étnicos (a serem mobilizados na constituição de identidades diferenciais) constituem, portanto, o foco desta pesquisa. / Law n. 10.639/2003 made the teaching of African and Afro-Brazilian Culture obligatory in Brazilian schools. In this way, the African-Brazilian religions started to be addressed in the classrooms as part of a set of practices and values of African origin important in the historical development of the Brazilian black population. This study aimed at analyzing how these religious expressions are approached in school text books, in continuing education courses for teachers and, in some cases, in the class room since the approval of this Law, as well as tried to identify the conflicts and the negotiations occurring when these religions leave their own traditional places, the terreiros, and move into the schools. The relations between the religious environment and the common sense (present in the discourses and the practices of teachers and students who are followers of different religions as Catholics, Pentecostals and others) and the teaching and learning of values seen at the same time as religious and ethnical cultural symbols (to be mobilized in the building up of differential identities), are, therefore the focus of this research.

No description available.

<p>Denna uppsats är en kritisk granskning av Samuel P. Huntingtons modell att förstå världspolitiken utifrån, som han presenterar i boken The Clash of Civilizations and the Remaking of World Order. Granskningen utgår från en analys av hans grundläggande begrepp, ”civilization” och ”clash”, och från ytterligare en analys av hur hans modell skiljer sig från andra modeller om världen. Med hjälp av dessa analyser diskuterar jag rimligheten i den tes som han ställer upp och konsekvenserna som hans förutsägelser och policyrekommendationer får, för att sedan kunna bedöma om hans modell är användbar eller inte. Min slutsats är att den inte är särskilt användbar, främst på grund av den oklara betydelsen av hans begrepp. En modell utifrån fler faktorer skulle istället ge oss en bättre förståelse av världen.</p> / <p>This paper is a critical examining of Samuel P. Huntington’s model for understanding world politics, that he presents in his book The Clash of Civilizations and the Remaking of World Order. The examining is based on an analysis of his basic concepts, “civilization” and “clash”, and on another analysis of how his model differs from other models about the world. With the help of theses analyses I discuss the reasonableness of the these he formulates and the consequences that his predictions and policy recommendations have, to be able to judge if his model is useful or not. My conclusion is that it’s not very useful, mainly because of the unclear meaning of his basic concepts. Instead, a model based on more factors would give a us a better understanding of the world.</p>

En ratifiant la Convention pour la sauvegarde du patrimoine culturel immatériel proposée par lUNESCO , chaque Etat signataire sest engagé à prendre des mesures destinées à assurer la viabilité des traditions orales (légendes, musique, chansons, etc.), des rituels festifs, des croyances, des savoir-faire et tout ce qui constitue un patrimoine, transmissible en soi ou comme valeur ajoutée aux patrimoines naturel, mobilier et immobilier, présents sur son territoire. Définies dans le texte de la convention, comme « lidentification, la documentation, la recherche, la préservation, la protection, la promotion, la mise en valeur, la transmission et la revitalisation des différents aspects de ce patrimoine », ces mesures nécessitent au préalable létablissement dun ou de plusieurs inventaires nationaux, régulièrement mis à jour. Le présent travail était destiné, à lorigine, à mettre au point une base de données du patrimoine immatériel en Belgique romane, mais, comme aucune étude théorique globale ne sétait encore penchée sur le bien-fondé de linventorisation, pas plus dailleurs que sur celui de la « sauvegarde », il a évolué au cours de sa rédaction en une réflexion sur les enjeux, les conditions et les pratiques de la transmission et ce, dans une approche interdisciplinaire mêlant lanthropologie, lhistoire, la sociologie, léthique, les sciences politiques, et faisant même ponctuellement appel à la linguistique, à la musicologie, voire à la neurologie ou au droit international. Ma recherche est à la fois théorique et pragmatique ; elle intervient après une trentaine dannées passées sur le terrain à observer, enregistrer, filmer, photographier, les traditions orales et gestuelles de petites communautés inscrites dans le cadre géographique restreint de la Wallonie, tout en ne négligeant pas lapport dexpériences extérieures à cet espace. Mon hypothèse de base est quil existe un patrimoine culturel immatériel propre à chaque communauté socioculturelle (de taille et de composition variable), qui permet, face à une menace de mondialisation culturelle, de fonder une « ethnicité positive », apte à sociabiliser davantage quà isoler. La mise en valeur de ce patrimoine ne constitue pas un repli sur soi et sur le passé mais une ouverture vers une diversité culturelle, exempte de toute hiérarchisation. La thèse ne prétend pas, en quelques centaines de pages, résoudre tous les problèmes théoriques que posent la transmission et la sauvegarde du patrimoine immatériel, mais propose une première réflexion sur les contenus, les finalités, les modes de transmission et les médiateurs utiles ou nécessaires, puisque telle est bien linterrogation que nous pose aujourdhui le maintien de cette « diversité culturelle ». Elle montre que lévolution, permanente, des valeurs véhiculées par ce patrimoine est fonction du contexte social et économique dans lequel il se transmet, et quil est vain dencadrer politiquement la transmission de ce patrimoine si cette transmission nest pas un processus pris en charge, consciemment ou non, par les détenteurs de patrimoine eux-mêmes. ----------------------------- Qualités des membres du jury : - André Gob, Professeur de muséologie à l'Université de Liège - Christine Servais, Professeur de médiation esthétique et de théories de la réception à l'Université de Liège - Laurier Turgeon, Professeur d'ethnologie à l'Université Laval de Québec - Lucienne Strivay, Professeur d'anthropologie à l'Université de Liège - Marc-Emmanuel Mélon, Professeur d'histoire et de théories des arts audiovisuels à l'Université de Liège - Rieks Smeets, Chef de la Section du patrimoine immatériel de la Division du patrimoine culturel à l'UNESCO