This thesis examines changes which have occurred since the late 1980s and early 1990s with respect to the representation of cultural diversity on Australian popular drama programming. The thesis finds that a significant number of actors of diverse cultural and linguistic background have negotiated the television industry employment process to obtain acting roles in a lead capacity. The majority of these actors are from the second generation of immigrants, who increasingly make up a significant component of Australia's multicultural population. The way in which these actors are portrayed on-screen has also shifted from one of a 'performed' ethnicity, to an 'everyday' portrayal. The thesis develops an analysis which connects the development and broad political support for multicultural policy as expressed in the National Agenda for a Multicultural Australia to the changes in both employment and representation practices in popular television programming in the late 1990s and early 2000s. The thesis addresses multicultural debates by arguing for a mainstreaming position. The thesis makes detailed comparison of cultural diversity and television in the jurisdictions of the United States, the United Kingdom and New Zealand to support the broad argument that cultural diversity policy measures produce observable outcomes in television programming.

The aim of this study is to investigate how a multicultural society can be reflected in the religious education. This essay will compare how teachers in grade 3 reflects about their religious education in relation to the society’s cultural diversity and it will also analyze how the teachers’ pupils think about religion. I have used the following questions: Do the teachers believe that the cultural diversity affects their religious education and if so, how and in what way? How do the teachers describe teaching religion in relation to the multicultural society? What are the pupils’ perceptions of religion in a context of cultural diversity? The investigation is based on qualitative semi-structured interviews with four different teachers and a questionnaire study with 62 pupils that generates both quantitative and qualitative data. The theoretical approach of the study is grounded on different definitions of religion and on a theory called frame factor theory which was produced by Urban Dahllöf. The result of the study shows that the teachers believe that it is important to adapt their religious education to the cultural diversity. When comparing the teachers’ descriptions about their religious education it shows that all of the teachers describe factors that can influence their teaching of religion in a multicultural society. The questionnaire study shows similarities and differences in the way pupils think about religion but the most common thing is that most of the pupils associate God with religion.

[pt] A Comunidade de Itambi, localizada no Município de Itaboraí, na Região Metropolitana do Rio de Janeiro, será des-re-territorializada dos mangues da APA de Guapimirim para um Conjunto Habitacional, ao mesmo tempo em que o Complexo Petroquímico do Estado do Rio de Janeiro se instala no município. As contradições entre o modelo de desenvolvimento socioespacial via COMPERJ com as potencialidades locais são nítidas, divergindo das concepções de desenvolvimento(s) e sustentabilidade(s) defendidas nessa pesquisa, as quais são entendidas de acordo com as perspectivas particulares dos territórios, que emanam cultura e história específicas e, portanto, outras racionalidades ligadas a ideia de qualidade de vida. Os gestores envolvidos nessa política de desenvolvimento baseiam-se em uma concepção parcial da produtividade, entendida como capacidade dos investimentos de aumentar a renda financeira em curto prazo, mesmo que diminuam a produtividade de energia, capital natural e desmantelem as diversidades culturais. Defende-se dessa forma que as potencialidades específicas locais devam ser potencializadas com a participação da Comunidade de Itambi nos processos decisórios nos projetos de desenvolvimento do território em que esses estão inseridos. Procura-se fortalecer então a luta da Comunidade de Itambi e de outras populações do Brasil por mais direitos e liberdades. Esse trabalho tenta contribuir dessa forma com a luta pela efetiva justiça social, para a diminuição das desigualdades, e para o reconhecimento da diversidade territorial. / [en] The Community of Itambi, located in the municipality of Itaboraí, Metropolitan Region of Rio de Janeiro, will be de-re-territorialized the mangroves of the Environmental Protection Area of Guapimirim for a Housing, while the Petrochemical Complex of Rio de Janeiro (COMPERJ) is installed in the municipality. The contradictions between the model of social and spatial development via COMPERJ with local potential are sharp, diverging from the conceptions of development (s) and sustainability (s) defended in this research, which are construed in accordance with the particular perspectives of the territories that emanate history and culture specific and, therefore, other rationales linked the idea of quality of life. The managers involved in policy development based on a concept of partial productivity, understood as the ability of investments to increase the financial income in the short term, even if they reduce the productivity of energy, natural capital and dismantle the cultural diversities. It is argued that how the specific potential sites to be leveraged with the involvement of the Community of Itambi in decision making in development projects in the territory in which they are inserted. It seeks to strengthen the fight then the Community of Itambi and other peoples in Brazil for more rights and freedoms. This paper attempts to contribute so effectively to the fight for social justice, to reduce inequalities, and the recognition of territorial diversity.

Submitted by Maria Carolina de Souza (mcarols@ufba.br) on 2017-05-25T13:30:58Z No. of bitstreams: 1 MariaCarolina_UFBA-COMPONDO2_0.pdf: 4064870 bytes, checksum: 1326b3042d4353e8fe933bffdad2f477 (MD5) / Rejected by Maria Auxiliadora da Silva Lopes (silopes@ufba.br), reason: Boa tarde! Os campos devem ser preenchidos somente com a letra inicial maiúscula, exceto nomes próprios, etc. Os campos de autor, orientador, membros da banca devem ser preenchidos com o nome por completo. Favor, seguir as orientações acima dos campos. Saudações, Maria Auxiliadora UFBA/Faced Biblioteca Anísio Teixeira on 2017-05-25T18:31:14Z (GMT) / Submitted by Maria Carolina de Souza (mcarols@ufba.br) on 2017-05-26T13:45:57Z No. of bitstreams: 1 MariaCarolina_UFBA-COMPONDO2_0.pdf: 4064870 bytes, checksum: 1326b3042d4353e8fe933bffdad2f477 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-05-26T19:44:23Z (GMT) No. of bitstreams: 1 MariaCarolina_UFBA-COMPONDO2_0.pdf: 4064870 bytes, checksum: 1326b3042d4353e8fe933bffdad2f477 (MD5) / Made available in DSpace on 2017-05-26T19:44:23Z (GMT). No. of bitstreams: 1 MariaCarolina_UFBA-COMPONDO2_0.pdf: 4064870 bytes, checksum: 1326b3042d4353e8fe933bffdad2f477 (MD5) / A presente investigação consiste na continuação da pesquisa realizada durante o mestrado em Ciência da Informação, quando foi proposta uma metodologia para a produção do conhecimento, em rede colaborativa, para educação a distância, denominada COMPONDO. Nesta tese, parte-se do pressuposto de que o acolhimento da diversidade cultural é essencial para a produção colaborativa do conhecimento em EaD, na perspectiva da Difusão do conhecimento; e que os professores, considerando esta crença, precisam estar em contínua formação. Sendo assim, a pesquisa tem como principal objetivo: Propor a noção do etnoformador, ressignificando o papel dos formadores de cursos EaD, incorporando à COMPONDO, ações formativas orientadas e configuradas pela emergência da diversidade cultural. Para isto, adota-se a abordagem multirreferencial e o pensamento complexo como eixo epistemológico; a multirreferencialidade também como eixo metodológico; a investigação sobre o currículo, na perspectiva multirreferencial e complexa; a formação de professores para EaD; a interação cultural, comunidades e redes de aprendizagem, e; os dispositivos tecnológicos, disponíveis na Web 2.0, como eixos teóricos. Diante dessas escolhas a pesquisa é elaborada com a finalidade de: potencializar analiticamente as noções de comunidade, redes de aprendizagem e aprendizagem situada para verificar a possibilidade de serem adotados na COMPONDO 2.0, considerando o processo metodológico de produção do conhecimento característico dessa nova versão; verificar, a partir da pesquisa nos meios formativos da EaD, a possibilidade de se trabalhar com o conceito mediador de etnoformador, ressignificando o papel dos formadores de cursos EaD, e; investigar dispositivos tecnológicos disponíveis na Web 2.0 que podem ser adotadas na COMPONDO 2.0, considerando o problema desta pesquisa. / ABSTRACT This work is the extension of research conducted during the Masters in Information Science, where a methodology for the production of knowledge, collaborative network for distance education, called COMPOSING was proposed. In this thesis, the assumption that acceptance of cultural diversity is essential for collaborative knowledge production in distance education, in view of the diffusion of knowledge; and that teachers therefore need to be in continuous training. Thus, the research aims to propose the notion of ethno former redefines the role of trainers for distance learning courses (EaD), incorporating the COMPOSING, targeted training and configured activities, by the emergence of cultural diversity. In this purpose, a multifaceted approach and complex thinking as epistemological axis were adopted; multireferentiality also as a methodological axis; research on curriculum under complex and multifaceted perspective; teacher training for distance education (EaD); cultural interaction, community and learning networks; and seek the technology available in the Web 2.0 devices as theoretical axes . Facing these choices the research is developed, in order to: enhance analytically the notions of community, learning network, and situated learning to verify the possibility of being adopted in COMPOSING 2.0, considering the methodological process of production of knowledge characteristic of this new version ; verify from the research in the formative means of distance education (EaD), the possibility of working with the mediator concept of ethno former, redefining the role of course distance education trainers; and investigate technological devices available in Web 2.0 that can be adopted in COMPOSING 2.0, taking into account the purpose of this research .

303f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-11T19:57:59Z No. of bitstreams: 1 Tese Mariella Vieiraseg.pdf: 2548489 bytes, checksum: d251f7ee4da3d49fc92c67acdf53925b (MD5) / Approved for entry into archive by Maria Alice Ribeiro(malice@ufba.br) on 2013-05-07T14:27:34Z (GMT) No. of bitstreams: 1 Tese Mariella Vieiraseg.pdf: 2548489 bytes, checksum: d251f7ee4da3d49fc92c67acdf53925b (MD5) / Made available in DSpace on 2013-05-07T14:27:34Z (GMT). No. of bitstreams: 1 Tese Mariella Vieiraseg.pdf: 2548489 bytes, checksum: d251f7ee4da3d49fc92c67acdf53925b (MD5) Previous issue date: 2009 / A esfera cultural vem se tornando uma instância protagonista de legitimação e visibilidade das práticas sociais na contemporaneidade. Sua ascensão é fruto de um concurso de fatores possibilitados por um contexto sócio-histórico no qual temas relativos às questões de identidade e diferença ganham visibilidade acentuada. Parte-se aqui da hipótese de que instituições como a Unesco vem contribuindo para elevar o tema da cultura a uma pauta importante para a agenda política internacional. O objetivo dessa tese foi o de investigar o papel Unesco enquanto narradora de categorias de compreensão social (acerca da noção de cultura e seus imediatos corolários, a exemplo da idéia de diversidade cultural) que acabam por orientar práticas e saberes dos agentes implicados na esfera cultural. Optou-se por tomar os bastidores da elaboração da Convenção da Unesco sobre a Promoção e a Proteção da Diversidade das Expressões Culturais como caminho empírico para ilustrar a problemática eleita pela pesquisa. Amparando-se no modelo analítico das configurações do sociólogo Norbert Elias, buscou-se mapear a complexa trama de interdependências que se forjou em torno da formulação do referido tratado de modo a compreender as vicissitudes do processo (identificação de atores sociais, lutas por definição de sentido, enfim, as disputas de poder inerentes ao processo) que resultaram na cosmologia presente no texto da convenção. / Salvador

LIMA, Lavina Lúcia Vieira. Diversidade cultural e mídias digitais na educação: uma experiência de encontro intercultural em um contexto escolar de fortaleza. 2013. 93f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-01-31T13:02:38Z No. of bitstreams: 1 2016_dis_llvlima.pdf: 1352513 bytes, checksum: 44cff5297efdcf59b307a8477218f309 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-02-02T14:39:18Z (GMT) No. of bitstreams: 1 2016_dis_llvlima.pdf: 1352513 bytes, checksum: 44cff5297efdcf59b307a8477218f309 (MD5) / Made available in DSpace on 2017-02-02T14:39:18Z (GMT). No. of bitstreams: 1 2016_dis_llvlima.pdf: 1352513 bytes, checksum: 44cff5297efdcf59b307a8477218f309 (MD5) Previous issue date: 2013 / With the advent of technology and the possibility of contact between individuals of different cultures, through various tools available today, the encounter between different cultures, confined to the school environment, you can add the access to digital environments, such as websites, videos, games and blogs. So we can be in contact, directly or indirectly, with different ways of living and thinking from our own. In this sense, we conducted a survey around the project Nossos Lugares no Mundo, UFC Virtual Institute, which occurred in the first half of 2011, which consisted of education activities, presencial and virtual, involving people from different cultures and places. Students of two classes of 5th grade of elementary school participated in the project, one in the capital and another city in the state of Ceará. These students conducted in-person educational activities, with the help of various tools, which problematized the theme of difference, especially national, involving the presence of two American students, which were participating in an exchange project of UFC, and then all interacted on these activities through a blog. In our research, we investigated only the class of the capital, for monitoring these students was made more closely. From the analysis of the observations made in-person meetings, of the activities and interviews with some students, we realized that the concepts of culture and cultural diversity of the participating students have changed, becoming closer to interculturalism as insight into the difference. We understand, from this analysis, which activities suit digital tools to work objectives on cultural diversity enable the development of learning that would hardly be possible without these tools, in case the project blogs. / Com o advento das tecnologias e a possibilidade de contato entre indivíduos de diferentes culturas, por meio de diversas ferramentas hoje disponíveis, o encontro entre distintas culturas, circunscrita ao ambiente escolar, pode se agregar o acesso a ambientes digitais, tais como, sites, vídeos, jogos e blogs. Assim, podemos estar em contato, direta ou indiretamente, com diferentes formas de viver e pensar diferentes da nossa. Nesse sentido, realizamos uma pesquisa em torno do projeto Nossos Lugares no Mundo, do Instituto UFC Virtual, ocorrido no primeiro semestre de 2011, que consistiu em atividades educativas, presenciais e virtuais, envolvendo pessoas de lugares e culturas distintas. Participaram do projeto alunos de duas turmas de 5º ano do Ensino Fundamental de duas escolas municipais, uma da capital e outra de município do interior do estado do Ceará. Esses alunos realizaram atividades educativas presenciais, com auxílio de diversas ferramentas, em que se problematizou a temática da diferença, sobretudo a nacional, envolvendo a presença de dois alunos norte-americanos, participantes de um intercâmbio da UFC, sendo que, depois, todos interagiram sobre essas atividades por meio de um blog. Em nossa pesquisa, investigamos apenas a turma da capital, pois o acompanhamento a esses alunos foi feito de forma mais próxima. A partir da análise das observações realizadas nos encontros presenciais, das atividades desenvolvidas e das entrevistas feitas com alguns alunos, percebemos que os conceitos de cultura e diversidade cultural dos alunos participantes se modificaram, tornando-se mais próximo da Interculturalidade como visão sobre a diferença. Entendemos, a partir dessa análise, que atividades que adequam ferramentas digitais a objetivos de trabalho sobre a diversidade cultural possibilitam o desenvolvimento de aprendizagens que dificilmente seriam possíveis sem essas ferramentas, no caso do projeto, os blogs.

O momento histórico em que vivemos nos convida a discutir questões sobre o fim das grandes meta-narrativas da modernidade, a economia de mercado e os direitos humanos. Vários autores, no campo literário, têm contribuído para a intensificação desses debates de forma aberta e comprometida. Entre eles está Anis Shivani, escritor paquistanês/estadunidense que atua como poeta lírico, romancista, contista, ensaísta e crítico literário. Avesso a rotulações, ele é um cidadão do mundo com opiniões contundentes sobre as formas de distribuição de poder em nossa época. O corpus de aplicação desta dissertação é seu livro de contos Anatolia e Outras Histórias (2009), onde encontramos um elenco de protagonistas representativos do que Frantz Fanon classifica como "os miseráveis do mundo", pessoas marginalizadas devido a suas crenças, ou à cor de suas peles, os pobres, os imigrantes, trabalhadores ilegais, refugiados, anarquistas, povos indígenas. O objetivo do trabalho é alimentar a discussão sobre este assunto. A dissertação se articula em três capítulos. Os dois primeiros apresentam uma visão panorâmica da problemática social e política ligada ao questionamento acerca da legitimidade do mainstream. O Capítulo Um trata sobre colonialismo, discurso pós-colonial, resistência anticolonial e descolonização; o Capítulo Dois apresenta os pensadores que teorizam sobre essas questões. Como se trata de um estudo com raízes na área de Letras, eu considerei pertinente abrir também um breve espaço para apresentar ideias sobre uma pedagogia cosmopolita. No Capítulo Três faço a crítica aplicada, com foco voltado para Anatólia e Outras Histórias. Após uma apresentação e comentários sobre a estrutura e o âmbito do livro, ofereço minha leitura de três contos, a saber, “Dubai”, “Repatriação” e “Anatólia”. Trata-se de um trabalho politicamente engajado, pois acredito na função social da literatura e no poder que ela tem para modificar o mundo. Encaro a obra de Shivani como única e transgressora, com suas personagens provenientes de culturas distintas e de diferentes épocas, compondo histórias de vida que ilustram a tendência contemporânea de busca por uma literatura mundial, que se pretende cosmopolita, onde percebemos inovações estilísticas como a mistura livre entre inglês e outros idiomas, reversões de narrativa, o uso inteligente de metáforas e a apresentação de pontos de vista aparentemente conflitantes. A pesquisa se volta para o estudo da dissidência, da transgressão, do não conformismo, convidando para o diálogo global. Ela investiga os temas que permeiam as narrativas, como a alienação, os sentimentos sobre estar em um entre-lugar, ou de falta de pertencimento, ou de não se enquadrar, a sensação de estar sendo perseguido, sentida pela maioria das personagens, cuja expectativa é serem aceitos e se sentirem integrados ao ambiente em que residem. Ao término desta pesquisa, espero haver demonstrado o valor da contribuição do universo ficcional criado por Anis Shivani como sendo um pleito cultural caleidoscópico e humano em favor da necessidade de alcançarmos formas mais eficientes de entendimento entre os países e as civilizações de nossa época. Acredito que se existe alguma força capaz de realizar tal façanha, ela vem a partir do canal aberto pela troca de ideias que a Literatura proporciona. / The historical moment we are living in invites us to discuss issues such as the end of the grand meta-narratives of modernity, market economy, and human rights. There are a number of authors, in the literary realm, who trigger this debate in an intense and committed way. One of them is Anis Shivani, a Pakistani-American author who is a lyrical poet, novel and short-story writer, essayist and literary critic. Shivani shuns labels, yet he is a citizen of the world with strong positions about the distribution of power in our time. The corpus of this thesis is Shivani’s short story book Anatolia and Other Stories (2009), in which we meet a cast of protagonists that are representative of what Frantz Fanon calls the “wretched of the earth”, people who do not fit because of their sets of beliefs, or the color of their skins: poor people, immigrants, undocumented workers, refugees, anarchists, indigenous people. The thesis aims at discussing such topics. For that reason, the first two chapters offer a panoramic view of the social and political processes that challenge the legitimacy of the mainstream. Chapter One comments on the issues of Colonialism; Post-Colonial discourse, Anti-Colonial resistance and Decolonialization. Chapter Two presents the thinkers who theorize upon such questions. As this thesis is written from within the realm of a Letters graduate course, I considered it important to open a space, in Chapter Two, for the discussion of a Cosmopolitan pedagogy. Chapter Three, the second section of the work, closes the focus of the research on Anatolia and Other Stories. After the presentation of the author and a comment on the structure and scope of the book, I offer my analysis of three of the short-stories, namely “Dubai”, “Repatriation” and “Anatolia.” This reading is politically committed, because I believe in the social role of literature and in its power to change the world. I see Shivani’s as a unique and transgressive kind of literature. Anatolia and Other Stories introduces characters coming from a variety of cultures and time periods, whose life stories emphasize the contemporary trend towards a world literature, which intends to be cosmopolitan, through the use of stylistic innovations, such as the free mixture between English and other languages, narrative reversals, a clever use of metaphors and apparently opposing points of view. This thesis focuses on the elements of dissent, transgression, and non-conformism, which call for the globalization of dialogue. It investigates the discussion of themes that permeate the narratives, such as alienation, the sense of in-betweenness, of belonging, of outsiderness, the reality of persecution experienced by most of the characters, who long for integration. At the end of the work, I hope to have substantiated the importance of Anis Shivani’s contribution in providing a kaleidoscopic, humanistic, cultural and artistic plea for the urgency and necessity of a better understanding among countries and civilizations.I believe in the power of Art to fulfill such a delicate task.

This thesis critically examines constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools. Since 2008 the Cyprus Ministry of Education has officially adopted the Europeanized rhetoric of intercultural education and inclusion as the most effective approach to the increasing diversity in schools. As part of the wider reform of the education system aiming at the creation of the ‘democratic’ and ‘humane’ school, a new curriculum was introduced in 2010 to promote equality of opportunity for access, participation and attainment. Drawing on relevant key theoretical ideas, this study has developed a theoretical framework of intercultural education to assist the critical examination of constructions of intercultural education in Greek-Cypriot primary schools. For the purposes of this study, three-month long critical ethnographic case studies of intercultural education were constructed in three urban Greek-Cypriot primary schools with different profiles. Rich data was generated through in-depth, semi-structured interviews with head teachers, teachers and teachers of Greek as an additional language. The study also engaged in non-participant lesson and school observations, developed participatory methods with children, and undertook semi-participant observations of pupils’ play during breaks and of extra-curricular activities. Relevant policy and school documents were also analysed. The findings of this study reveal that constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools are characterized by contradictions, inconsistencies and a lack of theoretical understanding of issues related to cultural diversity and intercultural education. Different cultures and identities were constructed in different, though mainly, essentialist ways by teachers from the dominant cultural group. This study argues that the concept of cultural diversity needs to be treated with some caution, as it tends to homogenise non-dominant cultures and thus, it may obscure the complexities involved in engagement with and recognition of different Others. Key differences between the two mainstream schools and the ZEP (Zone of Educational Priority) school which participated in this study in terms of the degree of autonomy and financial support officially granted by the Ministry; the school leadership style and the head teacher’s construction of diversity and intercultural education; the composition of the pupil population; and the dominant institutional discourses about diversity affected the extent to which and the ways in which teachers exercised their agency in relation to intercultural education. Moreover, the teachers’ positioning in the Greek Cypriot society and the extent to which they had developed a political literacy and critical consciousness through their life and professional histories also affected their constructions of cultural diversity and intercultural education and the extent to which they perceived and exercised their role as agents of change. In turn, the ways in which cultural diversity and intercultural education were constructed in each class influenced the extent to which and the ways in which bilingual and/or bicultural children used their agency and negotiated their cultural positionings. The findings carry implications for policy and practice. The study highlights the need for a coherent theoretical framework of intercultural education to enable schools and teachers to develop a theoretically-grounded understanding of intercultural education and move beyond fragmented practices that leave structural inequalities and barriers to educational achievement unacknowledged and unaddressed.

Master of Science / School of Family Studies and Human Services / Bronwyn S. Fees / All children participate in cultural practices that shape development. Meaningful, authentic connections and interactions with adults build the foundation for respectful integration of cultural diversity in the development of early childhood curriculum. The knowledge of how culture develops forms the foundation of cultural inclusion and appropriate practices in the early childhood setting. Cultural development encompasses the physical environment, the relationships built with people within the environment, and the expectations and roles placed on the child by the family, community and society. Culture is the context in which development occurs and directs the manner of development. The socio-cultural historical perspective, developed by Vygotsky (1978) and elaborated on by Rogoff, (2003) provides a framework for defining cultural development as participation and interactions among individuals as well as within the self. Research indicates recognizing and respecting cultural differences, however, remains a challenge for implementation of culturally appropriate practices. This paper reviews the connection between culture and development by applying the socio-cultural historical perspective to early childhood education classroom practices. Strategies for inclusion and culturally appropriate practice provide the focus for the discussion with illustrative examples from Hungary and the Midwestern United States. Implications for educators, administrators, and teacher training professionals are addressed.

Made available in DSpace on 2014-06-11T19:27:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-08-22Bitstream added on 2014-06-13T18:07:17Z : No. of bitstreams: 1 dezan_mds_me_rcla.pdf: 4173654 bytes, checksum: acd2c76c4b7626f9d1a3cbd4b068fc72 (MD5) / Secretaria Estadual de Educação do Estado de São Paulo / Esta pesquisa foi pautada na descoberta no processo de imigração japonesa para o desenvolvimento econômico e cultural de diversos municípios brasileiros, tendo como exemplo, especificamente o município de Piracicaba - SP. O objetivo é apresentar a importância da imigração japonesa na diversidade cultural do espaço geográfico piracicabano, não nos desvencilhando do processo histórico-geográfico. Recorremos a duas metodologias, ao método dialético, e a história oral, que consubstancializaram o levantamento dos dados. Através de contato com a direção do Clube Cultural e Recreativo Nipo Brasileiro de Piracicaba, formamos uma pequena rede de informantes, priorizando a qualidade dos depoimentos e não a quantidade. Selecionamos a partir das narrativas os seguintes eixos temáticos: Condição no Japão, Viagem, Trabalho, Percepção da Paisagem, Moradia, Alimentação, Utensílios usados no cotidiano, Educação dos Filhos, Situação dos Imigrantes durante a Segunda Guerra Mundial (1919-1945), Casamentos, Caminhos para uma vida independente. As diversas etnias, entre elas a japonesa, contribuíram para a formação da diversidade cultural brasileira. No município de Piracicaba - SP, os imigrantes além da participação no processo de desenvolvimento econômico, deixaram marcas no espaço geográfico do município, no qual encontramos traços culturais de diversas etnias que imprimem uma paisagem cultural diversificada. / This research was base on the discovery of the process of immigration japanese of several Brazilian cities having, as exemple the city of Piracicaba - SP, specifically. The goal is to present how important is the Japanese immigration for the cultural diversity of the geographic space of Piracicaba, always thingking about the historic ang geographic contest. We use two methodologies: the dialectical method and the oral history, which increased the datas. Through the contact withe the directions of Clube Cultural e Recreativo Nipo Brasileiro de Piracicaba, we got a net of informands, we decided to give priority to the quality of depositions, instead of quantity. We select the subjects: Condition at Japan, Travelling, Working, Perception and Landscape, Houses, Food, Marerials used everyday, Children Education, The situation of immigrants during the Second World War, Marriage and ways to an independendent life. The several etnies, between the Japanese, had contributed to the brazilian cultural diversity formation. At the city of Piracicaba - SP, the immigrants, beyond the participation in the economical process of development had left marks in the geographic space of the city, in which we find cultural traces of various etnies that print a diversified cultural landscape.