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No. of bitstreams: 1 TeseOK.pdf: 6806967 bytes, checksum: dd7e68018dff62394f4772a21155cb98 (MD5) Previous issue date: 2017-03-30 / Não recebi financiamento / After verifying a shortage of teacher qualification courses concerning the cultural contents approach conveyed by foreign language teaching and learning, we decided to design a project for teacher qualification course to deepen this subject. The extension course was outlined for foreign language teachers of Public Schools of São Paulo State, on Saturdays, with bimonthly meetings interpolated between online meetings by Moodle’s platform. Using this platform, an initial survey, a final presentation, a self-evaluation, and recordings (video and audio), we should collect data for this thesis. We intended to observe if the theoretical arguments, during the course, about cultural contents, would motivate the reflection of the participants in the course in relation to implicit cultural contents in textbooks, and practical approach of teachers/participants in foreign language classrooms of cultural contents throughout the textbook’s adaptation used by them. Besides that, for further work we outlined research questions. The theoretical foundation helped us for reflection and for discussion of the obtained data. Therefore, using a historical journey (LARAIA, 1986; AUGER, 2000, 2003; DURANTI, 1997), we observe the development of cultural concept that helped us to answer the first research question. And, we focused on the relevance of development of extension course (CANDAU, 1997; AUGER, 2005; IMBÉRNO, 2009), on intercultural education (AUGER, 2005), and on textbook adaptation (PRABHU, 1998; Tomlinson, 2012). These theories helped us to answer the second research question. We followed the interpretativist-qualitative research (MOITA LOPES, 1994) and the research-action. In general, we concluded that teacher’s awareness on cultural contents, developed on extension course, helped them for the adaptation and/or development of foreign language teaching materials in order to approach “cultural potentials”. The activities developed by the teachers motivated the students to research cultural contents, to engage in cultural reflections and to recognize (or not) the other culture. / A constatação da escassez de cursos de formação continuada de professores a respeito da temática da abordagem dos conteúdos culturais veiculados ao ensino-aprendizagem de língua estrangeira (LE) nos conduziu à criação de um projeto de um curso de extensão sobre esse tema. O curso de extensão foi delineado para professores de LE da rede pública do estado de São Paulo, aos sábados, com encontros presenciais quinzenais intercalados com encontros online via plataforma Moodle. Por meio dessa plataforma, do questionário inicial, do trabalho final, da autoavaliação e de gravações (vídeo e áudio), pudemos coletar dados para a presente tese. Objetivamos observar se a emersão teórica durante o curso, em torno dos conteúdos culturais, possibilitaria que os participantes refletissem sobre conceitos culturais implícitos em materiais didáticos e adaptassem esses materiais na sua abordagem prática dos conteúdos culturais em sala de aula de LE. Além disso, para um aprofundamento na análise dos dados gerados pelo curso, delineamos duas perguntas de pesquisa: 1.Como se apresentou a compreensão inicial dos participantes sobre o conceito de cultura? e 2. A partir de uma proposta de formação continuada focada na sensibilização cultural por meio da análise e da adaptação de atividades do material didático, observamos: a) Como os participantes abordaram (ou se abordaram) os potenciais culturais? e b) Como os participantes justificaram suas escolhas? A fundamentação teórica nos auxiliou para a reflexão e a discussão dos dados gerados. Mediante um percurso histórico (LARAIA,1986; AUGER, 2000, 2003; DURANTI, 1997), observamos o desenvolvimento do conceito de cultura que nos auxiliou a responder à primeira questão da pesquisa e apontou a importância da promoção de cursos de extensão (CANDAU, 1997; AUGER, 2005; IMBÉRNON, 2009), da didática intercultural (AUGER, 2005) e da adaptação de materiais didáticos (PRABHU,1998; Tomlinson, 2012), que nos auxiliaram a responder à segunda questão da pesquisa. Seguimos a metodologia de caráter qualitativo-interpretativista (MOITA LOPES, 1994) e pesquisa-ação. De modo geral, concluímos que a sensibilização dos professores/participantes às questões culturais no curso de extensão os auxiliou na adaptação e/ou desenvolvimento dos materiais de LE a fim de abordarem os “potenciais culturais”. As atividades desenvolvidas por eles motivaram os alunos a pesquisar os conteúdos culturais, a participar das reflexões e a se identificarem ou não com a outra cultura.

PhDr. Ondřej Hubáček: Socio-cultural adaptation of local communities. Dissertation 2012. Abstract This dissertation deal with the socio-cultural adaptation of local communities to the external (exogenous) changes by means of internal (endogenous) changes of the elements of the local socio-cultural system. The dissertation builds on the long-term research on local culture conducted by the Department of Cultural Studies, Faculty of Arts, Charles University in Prague. It focuses on issues of socio-cultural potential of towns, which observes from two aspects. In terms of specifics of the towns, especially the differences between the particular components and forms of socio- cultural potential, and in terms of its reproduction, ie the process of changes in their components and forms. Methodologically, the dissertation is based on secondary analysis of data collected in the research and reinterpretation of findings and conclusions made out in past analyzes. The dissertation has three objectives. First, to complete spectrum of views on the issue of changes taking place due to macro-social transformation processes at the level of local communities and local cultures with the view of cultural studies. Second, to contribute to the theoretical conceptualization and operationalization of socio-cultural phenomena...

The diploma thesis deals with methods for evaluation of the cultural and environmental potential of the tourism destination. The theoretical part defines the professional terms that need to be understood for processing. In the practical part are implemented selected methods, which were applied on the regions of the Czech Republic. Subsequently, these methods were compared by results and their strengths and weaknesses were defined. The design part deals with innovation and improvement of current methods.