Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is directed to the practice of the anthropologist in the frames of the State, to the stress processed in the appropriation and instrumentalization of the theoretical basis of anthropology for the elaboration and implementation of a brazilian public policy focused on protection and promotion of the cultural heritage of immaterial nature, which has been said to be guided by the principle of culture by anthropology. Initially, I seek to carry out an archaeology of the notion of culture, proposing that this should be understood according to the successive layers of discourses and practices with what was being outlined and that inform the uses that are made even in present times, reflecting on the ways because the binding between cultural heritage and identity places the difference locus in the public policy that display the diversity. Then – with support in understanding where I see the most significant points of friction between the theoretical basis of anthropology and the intangible heritage policy protection guided by the anthropological concept of culture, system, interaction and reflexivity – I see while discursive practices the dossiers that register as Brazil's cultural heritage some cultural assets, chosen as emblematic of the uses of these notions in the execution of this specific public policy, seeking to point out how these different uses induce social intervention actions guided by different principles and purposes or different ideological positions. / A pesquisa está voltada à prática do antropólogo nos quadros do Estado, às distensões que se processam na apropriação e instrumentalização do arcabouço teórico conceitual da antropologia para a elaboração e implantação de uma política pública brasileira voltada à proteção e promoção do patrimônio cultural de natureza imaterial, de que tem sido dito ser orientada pelo princípio antropológico de cultura. Inicialmente, busco proceder a uma arqueologia da noção de bem cultural, propondo que esta deva ser entendida segundo as sucessivas camadas de discursos e práticas com que foi sendo delineada e que informam os usos que dela são feitos ainda em tempos atuais, refletindo acerca dos modos porque a vinculação entre patrimônio cultural e identidade situa o lugar da diferença em políticas de estado que apregoam a diversidade. Em seguida, com apoio em noções em que percebo os mais significativos pontos de fricção entre o arcabouço teórico da antropologia e a política de proteção ao patrimônio imaterial orientada pelo conceito antropológico de cultura sistema, interação e reflexividade abordo enquanto práticas discursivas os dossiês de registro como patrimônio cultural do Brasil de alguns bens culturais, escolhidos enquanto emblemáticos dos usos dessas noções na efetivação dessa política pública específica, buscando apontar como esses diferentes usos induzem ações de intervenção social orientadas por diferentes princípios e propósitos, ou diferentes posicionamentos ideológicos. / São Cristóvão, SE

Orientador: Terezinha de Jesus Machado Maher / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-15T17:56:38Z (GMT). No. of bitstreams: 1 Santos_MarciaAndreados_D.pdf: 1505589 bytes, checksum: c29a1ec89e18bfe3033080d55ce70293 (MD5) Previous issue date: 2010 / Resumo: Este estudo tem por finalidade descrever e discutir as representações de educadores da rede pública de um município do sudoeste do Paraná acerca dos conceitos de língua, cultura e identidade, com vistas a compreender os sentidos que atribuem à diversidade linguística e sociocultural presente no contexto em que atuam. Embora tal contexto inclua uma variedade étnica considerável, optou-se por aqui focalizar as representações construídas acerca da negritude e da indianidade dada à relevância desses grupos étnicos localmente. O corpus de análise desta tese reúne dados gerados durante atividades escritas e interações em sala de aula ocorridas ao longo de oito encontros com professores e gestores municipais realizados em um curso de formação docente promovido pelo CEFIEL - Centro de Formação Continuada do Instituto de Estudos da Linguagem da UNICAMP. A pesquisa em questão é de cunho qualitativo/interpretativista e segue os preceitos epistemológicos advogados por Moita Lopes (2006) para estudos conduzidos no campo aplicado. O aparato teórico que deu sustentação ao trabalho orientou-se por contribuições advindas da Linguística Aplicada (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007; FABRÍCIO, 2006; MAHER, 2007), dos Estudos Culturais (HALL, 1997; WOODWARD, 2002), da Educação (SKLIAR, 2003; SILVA, 2005), da Antropologia (THOMAZ, 1995) e da Sociologia (ELIAS, 1994; BOURDIEU, 1998; FOUCAULT, 2002). Os resultados obtidos na análise dos dados sugerem que a) as concepções relativas aos três conceitos focalizados com as quais a maior parte dos sujeitos pesquisados opera contribuem para que atitudes etnocêntricas e pouco tolerantes para com o diferente sejam mantidas e/ou b) que eles desconhecem, ou preferem não reconhecer, a pluralidade linguística e sociocultural considerável do ambiente em que atuam profissionalmente. A expectativa é que este trabalho possa subsidiar a construção de currículos interculturais de formação de educadores que os torne capazes de trabalhar com a diferença de modo produtivo e respeitoso / Abstract: This study aims at describing and discussing the representations educators who work in public schools in a district of southeast Paraná have of concepts such as language, culture and identity in order to understand the meanings they attribute to local linguistic and socio-cultural diversity. Although the context these educators work in includes considerable ethnic variety, only representations of indigenous and afro-descendent people were examined considering the relevance of such ethnic groups in the area. The analyzed corpus include data collected during written activities and classroom interactions that occurred along eight encounters with teachers and school principals and assistants in a course sponsored by CEFIEL - Center for Continuing Education of the Institute of Language Studies of the State University of Campinas (UNICAMP). This study is qualitative and interpretative in nature and follows the epistemological principals suggested by Moita Lopes (2006) for applied research. The theoretical bases adopted was oriented by contributions from the fields of Applied Linguistics (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007; FABRÍCIO, 2006; MAHER, 2007), Cultural Studies (HALL, 1997; WOODWARD, 2002), Education (SKLIAR, 2003; SILVA, 2005), Anthropology (THOMAZ, 1995) and Sociology (ELIAS, 1994; BOURDIEU, 1998; FOUCAULT, 2002). Data analyses results suggest that most research subjects a) operate with theoretical conceptions in regard to the three focused concepts which contribute for the maintenance of ethnocentric beliefs and attitudes of disrespect for differences and /or b) do not know, or prefer not to acknowledge the considerable linguistic and socio-cultural plurality of the context in which the act professionally. The expectation is that the research here described can contribute to the elaboration of intercultural curricula for the education of school professionals thus enabling them to work with differences in school environments in more productive and respectful ways / Doutorado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Doutor em Linguística Aplicada

Made available in DSpace on 2015-04-22T21:55:59Z (GMT). No. of bitstreams: 1 Dissertacao-Darianny Araujo dos Reis Vasconcelos.pdf: 585220 bytes, checksum: 0cefd69c7a9b287de4f25fd6e0922a32 (MD5) Previous issue date: 2008-02-16 / Fundação de Amparo à Pesquisa do Estado do Amazonas / The schooling in cycles balise a model of school organization presupposes break with the tradition predominant serializing and assumptions of an education culturally homogeneous and, incorporates the discourse of vanguard of democratization of school and teaching guided by pedagogy of inclusion. In this sense, expressed substantial changes in the design of curriculum, knowledge and the teaching-learning process, but also, in shaping the school space and time and, in addition, forge a (re)means the social function of the school. Indeed, the study in question had to central to understand how the implementation of cycles of training, basic education, contributed to a more coherent approach about the recognition and highlighting of cultural diversity, therefore, the differences in schools. THE search is of a qualitative nature, has demanded a bibliographic research imbrincando-to the documentary analysis of the Proposal pedagogical organization of the Fundamental School in cycles of human formation of the Municipal Department of Education and Culture of Manaus for deepening theoretical-methodological routed. We started the assumption that the implementation of pedagogical proposal of the Training Courses Human SEMED/Manaus, raised demands alternatives to the school everyday life, including these demands alternatives to the school everyday life, including these demands, the question of sociocultural diversity. Although the organization of the school in cycles of human formation prescribes changes in the structure both administrative, pedagogical and curriculum, the search has shown that the proposal calls for a (re)grounds more consistent about the issue of cultural diversity. However, it is a major concern to promote open and critically the analysis, reflection and discussion of the proposal, mainly with the school community, in order to allow that looks different voices and participate in the preparation and implementation make-to viable instrument to the principles of democracy, education inter/multicultural and the effective exercise of citizenship. / A escolaridade em ciclos baliza um modelo de organização escolar que supõe romper com a tradição predominante da seriação e dos pressupostos de uma educação culturalmente homogênea e, incorpora o discurso de vanguarda da democratização da escola e do ensino orientado pela pedagogia da inclusão. Nesse sentido, expressa mudanças substanciais na concepção de currículo, conhecimento e no processo ensino-aprendizagem, como também, na configuração do espaço e tempo escolares e, para além, forjam uma (re)significação da função social da escola. Com efeito, o estudo em questão teve como propósito central o de compreender de que maneira a implantação dos ciclos de formação, no ensino fundamental, contribuiu ou não para uma abordagem mais consistente acerca do reconhecimento e da valorização da diversidade cultural, portanto, das diferenças no âmbito escolar. A pesquisa é de caráter qualitativo, demandou uma investigação bibliográfica imbrincando-a à análise documental da Proposta Pedagógica de Organização do Ensino Fundamental em Ciclos de Formação Humana da Secretaria Municipal de Educação e Cultura de Manaus para o aprofundamento teórico-metodológico encaminhado. Partimos da suposição de que a implementação da Proposta Pedagógica dos Ciclos de Formação Humana da SEMED/Manaus, suscitou demandas alternativas para o cotidiano escolar, incluindo nestas demandas, a questão da diversidade sociocultural. Embora a organização da escola em ciclos de formação humana prescreva mudanças na estrutura tanto administrativa, pedagógica e curricular, a pesquisa demonstrou que a proposta reclama uma (re)fundamentação mais consistente acerca da questão da diversidade cultural. Entretanto, cabe uma maior preocupação em promover aberta e criticamente a análise, reflexão e a discussão da proposta, principalmente com a comunidade escolar, no sentido de possibilitar que vozes e olhares distintos participem da sua elaboração e concretização tornando-a instrumento viável aos princípios da democracia, da educação inter/multicultural e ao efetivo exercício da cidadania.

Devido aos avancos da tecnologia da informacao e comunicacao, vive-se um momento marcado pelo aumento da quantidade de informacoes disponiveis na Internet, bem como pelo acelerado crescimento do numero de pessoas conectadas a rede. As bibliotecas, diante disso, tiveram que atender a demanda de clientes e usuarios de disponibilizar diversos produtos e servicos na internet. Houve uma ampliacao do publico de uma biblioteca digital, que embora planejada para uma populacao local, passou a ser regional, nacional e, ate mesmo, internacional. Acentua-se, portanto, uma preocupacao: o acesso universal, acessibilidade e usabilidade que a tecnologia pode proporcionar a uma sociedade que requer informacao em qualquer lugar e horario, para todos os tipos de usuarios em seus contextos individuais de busca. Tal preocupacao evidencia algumas lacunas do conhecimento sobre como considerar publicos de culturas distintas em projeto e avaliação de bibliotecas digitais e como considerar as diferencas culturais no uso e na usabilidade. O objetivo dessa dissertacao e investigar como o tema da diversidade cultural esta sendo abordada em estudos sobre usabilidade de bibliotecas digitais, por meio de mapeamento e revisao da literatura localizada e disponivel, de modo a contribuir para uma sistematização sobre o tema.. Apesar de embrionario, as conclusoes dessa pesquisa acerca da influencia da diversidade cultural na usabilidade de sistemas digitais podem ser aplicados e discutidos no ambito da Ciencia da Informacao, especialmente para o tema das Bibliotecas Digitais. / Due to advances in information and communication technologies, we can see the increasing amount of information available on the Internet and the rapid growth in the number of people connected to the network. The libraries have changed the way they serve customers and users and made available a lot of products and services on the Web and are increasingly serving worldwide audience. Even if initially designed for a local population, a digital library is now serving a regional, national and even international audience. And now it concerns about universal access, usability and accessibility of the systems that would provide information at any time and any place for all users in their individual search contexts. This concern highlights a few gaps about how to embody audiences from different cultures in digital library design and evaluation and how to consider cultural differences in the usability studies. This dissertations goal is to investigate how cultural diversity has been addressed in digital libraries usability studies, through research in diverse publications about the topic. Although this them is in a initial stage of research, the findings of this study about the influence of cross-cultural usability of digital systems can be applied and discussed within the Information Science, especially in the Digital Libraries topic.

The study is based in critical issues in the field of English Language Teaching (ELT) as second or additional language and informed by Critical Pedagogy (CP), the study uses thematic discourse analysis through critical analysis techniques. The main focus of this research is to explore the extent of intercultural understanding and perceptions of the English Language Teachers (ELTs) towards students in their culturally heterogeneous ELT classrooms about certain academic behaviours, namely plagiarism (Academic Integrity) and learners’ classroom participation and relationship of these academic tasks to the cultural orientation of English Language Learners (ELLs) in ELT classrooms in the Canadian context. Participating ELTs teach adult students of color and ethnic diversity in different English language teaching situations and come both from across Canada, at the macro level (Stage 1-survey questionnaire), and from Nova Scotia, at the micro level (Stage 2-focus group discussions). The thesis also demonstrates factors that may contribute to Canadian ELTs’ perceptions about the issue of understanding non-white and racially non-main stream ELLs. The thesis aims at bringing attention to the need for a collaboratively developed Professional Development (PD) training component focused on intercultural understanding from a critical perspective, for the ELTs in the Canadian context. It is expected that the findings will gain some traction among the ELT community, especially in the Canadian context and will contribute to highlighting the importance of understanding of cultural differences and inclusion of this understating in the continuous professional development of English language teachers.

Title: Factors that affect conflict in a cultural diversified workforce in the shipping industry: The case of the shipping company Seascope Level: Master thesis in Business Administration Author: Ioannis Siarapis Supervisor: Maria Fregidou-Malama Examiner: Akmal Hyder Purpose: The purpose of the study is to investigate factors that affect conflict in a workforce characterized by cultural diversification in the shipping industry. Methodology: A qualitative approach was used. The primary data were collected through semi-structured interviews with ten employees who were interviewed both on the yacht and in the on-shore office of the company. In order to generalize the results from the case study, the inductive approach was used. Thematic analysis was also my approach for finding different patterns in the empirical findings Findings: There are different factors that affect conflict either by enhancing it or by eliminating it. These are the differences in cultural values, differences in communication, continues feedback to the employees, establishment of a “family” climate and the general management of cultural diversity. In addition, when the employees in high positions are from the same background with the owners, this reduces the possibility of conflict. Limitations: The research was based on a Greek company with approximately 10 employees working on the yacht. Therefore, the current limitation is the relatively small number of employees comparing to big ship companies. Contribution: The managers of shipping companies should consider these factors and act accordingly for the benefit of the company. There are significant differences in the employees’ behavior when they are coming from a different cultural background. Moreover, there are differences in the way they communicate. Key words:  intercultural communication, yacht, conflict, cultural diversity management, shipping industry.

M.Ed. / The end of apartheid also marked the end of a segregated schooling system in South Africa and the new challenge of orientating learners to interact across cultural barriers, in keeping with the Constitution’s promotion of respect for diverse cultures. The Learning Area of Life Orientation, introduced to schools under the new dispensation, provides a real opportunity for them to promote cultural diversity within the classroom. In this investigation, the researcher used qualitative research methods to explore how learners at a primary school perceived cultural diversity. Interviews were conducted to explore their views on interactions across cultural groups and the way cultural diversity could be promoted in the classroom through Life Orientation as a Learning Area. Learners were also observed in the classroom and on the playground. The findings indicate that ethnicity is still a defining factor in schools and that learners often confused race and culture. Learners demonstrated an awareness of difference within their school, which they grouped according to race rather than culture. They indicated that their interactions with different groups resulted in both negative and positive experiences, with differences in languages emerging as the most commonly recognised. They also believed that the majority of their teachers were actively promoting a respect for cultural diversity. However, observations of learners revealed that they preferred to group themselves according to gender rather than culture or race, and while most groups were exclusively male or exclusively female all but three contained a mixture of cultural groups. Learners also proposed a variety of suggestions as to how cultural diversity could be promoted in the Life Orientation class room. From the findings it is clear that the Life Orientation Learning Area offers a realistic opportunity to promote cultural diversity in schools. There also appears to be a need to create an awareness of the difference between race and culture, so that learners can move beyond the narrow confines of apartheid classifications. If learners and teachers are encouraged to promote a respect for cultural diversity at school level, it must eventually permeate societal thinking.

Philosophiae Doctor - PhD (Anthropology/Sociology) / This dissertation investigates colonial and postcolonial practices of cultural representations in Namibia. The state sponsored Annual National Culture Festival in Namibia was studied with a specific focus on the Kavango Region in northeastern Namibia. I was particularly interested in how cultural representations are produced by the nation-state and local people in a post-colonial African context of nation-building and national reconciliation, by bringing visions of cosmopolitanism and modernity into critical dialogue with its colonial past. During the apartheid era, the South African administration encouraged the inhabitants of its Native Homelands to engage in cultural activities aimed at preserving their traditional cultures and fostering a sense of distinct cultural identity among each of Namibia officially recognized ;ethnic groups. This policy was in line with the logic of South African colonial apartheid rule of Namibia, which relied upon the emphasis of ethnic differences, in order to support the idea that the territory was inhabited by a collection of requiring a central white government to oversee their development. The colonial administration resorted to concepts of traditional and cultural heritage in order to construct Africans as members of distinct, bounded communities attached to specific localities or homelands. My central argument is that since Namibian independence in 1990, the postcolonial nation-state has placed emphasis on cultural pride in new ways, and identifying characteristics of Namibian-nessa. This has led to the institution of cultural festivals, which have since 1995 held all over the country with an expressed emphasis on the notion of Unity in Diversity. These cultural festivals are largely performances and cultural competitions that range from lang-arm dance, and traditional dances, displays of traditional foodstuffs and dramatized representations. The ethnographic study shows that while the performers represent diversity through dance and other forms of cultural exhibition, the importance of belonging to the nation and a larger constituency is simultaneously highlighted. However, as the study demonstrates, the festivals are also spaces where local populations engage in negotiations with the nation-state and contest regional forms of belonging. The study shows how a practice which was considered to be a colonial representation of the other has been reinvented with new meanings in postcolonial Namibia. The study demonstrates through an analysis of cultural representations such as song, dances and drama that the festival creates a space in which social interaction takes place between participants, spectators and officials who organize the event as social capital of associational life. / South Africa

Magister Psychologiae - MPsych / Diversity is an inevitable aspect of organisational life, which has to be dealt with at one time or another. How employees perceive diversity impacts on their behaviour and therefore managing it is imperative. The purpose of the study is an evaluation of employee perceptions towards diversity management in a glass packaging manufacturing concern in the Western Cape. There has been a movement by many organisations over the last two decades to place more emphasis on valuing employee differences, and developing diversity management initiatives (policies and programs that benefit all employees regardless of differences for a common goal).Organisations are faced with understanding the importance of valuing differences and instituting effective diversity management initiatives as counter-measures to protect themselves from such negative consequences as lawsuits, loss of competitive advantage and diminished legitimacy in the eyes of the customers they serve. The increase in females and previously disadvantaged groups in the work force, along with employers’ concerns about motivating and obtaining 6 satisfactory levels of performance from a diverse group of employees, has created an urgency to understand and recognize the value of differences.A quantitative, cross-sectional research design, based on analysis of questionnaires administered within one of the manufacturing plants of the organisation based in the Western Cape, was undertaken. The Workplace Diversity Survey was used to measure employees’perceptions and attitudes towards diversity. Significant differences in the perceptions of employees (n=80) on the basis of age, race and gender, were found. However, there was no statistically significant difference in perceptions towards diversity on the basis of job status.While some methodological issues remain problematic, the researcher is of the opinion however, that the study will be useful for the intended organisation and its management in that no scientific information pertaining to managing diversity, exists within the business.

Please read the abstract in the section, 00front of this document Copyright / Thesis (PhD (Psychology))--University of Pretoria, 2008. / Psychology / unrestricted