This dissertation is a study of the dynamics of place and people in a rural municipality in southeastern Bolivia. A study of the dialectical relations between knowledge, ecology, and culture that are manifest through the daily life of the municipality, it is an ethnography that illuminates the multiple discourses of colonialism, nationalism, modernity and decolonization that overlay one another. The contradictions and tensions produced through these intersecting discourses represent major obstacles to the project of "decolonization" and the formation of viable and equitable "intercultural" relationships, as promoted by the indigenous leadership which is the governing party of the Bolivian state since 2006. This yearlong ethnography of everyday life, conducted together with semi-annual follow up visits, reveals how people within the municipality negotiate differing and conflicting life worlds: one sustained by traditional practices of barter and local knowledge about farming, food, health and ecology); and the other governed by bureaucratic agencies and professional expertise. These life worlds signify contrasting notions about development and well-being, culture, and politics; and how between both of these it enables an equivalence that moves us closer toward the decolonizing imperative. Taking a postcolonial approach, I argue that knowledge and the systems of education in which knowledge is largely disseminated (schools, health facilities, NGOs, municipal venues, television, Internet, etc.) are crucial places for moving toward critical reflections, social change, and justice. I also intertwine an analysis of food not only as an agricultural product, but as an integral component of communal livelihoods, interactions with others, and nutritional well-being (physical, mental, and spiritual). Using concepts of border crossings and analyses to perceive and interpret local knowledge occurring in and from the margins of development, ecology, and "well-being," I advocate for the need to disrupt systems of geopolitical values, racial configurations, and hierarchical structures of meaning and knowledge in order to see and validate multiple ways of thinking, knowing and doing. Therefore, rural localities such as this one are essential "places" to learn from and learn with, and to include in the critical discussions and debates on decolonization, inter/intra-culturality, development, and well-being.

175 p. / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2013-01-07T20:26:50Z No. of bitstreams: 1 15252525.pdf: 701317 bytes, checksum: b3dfa954f220e6384c14176d117cff83 (MD5) / Made available in DSpace on 2013-01-07T20:26:50Z (GMT). No. of bitstreams: 1 15252525.pdf: 701317 bytes, checksum: b3dfa954f220e6384c14176d117cff83 (MD5) Previous issue date: 2008 / A realidade brasileira é constituída por uma construção histórico-social que reúne uma profusão de tradições, de línguas, etnias, costumes, visões de mundo e de comportamentos, os quais expressam modos de ser e de se relacionar distintos, identificando a pluralidade cultural como uma das grandes características do país. Nesse contexto, esta dissertação analisa a interação entre culturas regionais no Brasil, procurando evidenciar as diferentes percepções existentes entre as culturas gaúcha e baiana durante o convívio no ambiente de trabalho de uma organização gaúcha instalada na Bahia há mais de dez anos. A revisão teórica sobre cultura, cultura organizacional, estudos da cultura nacional e a formação das culturas regionais gaúcha e baiana subsidiou o trabalho empírico e as análises dos resultados obtidos. Por meio de entrevistas semi-estruturadas com gaúchos e baianos foram verificadas diferenças na maneira como estes, embora pertencentes a uma mesma cultura nacional, percebem a si e ao outro grupo cultural distinto. Verificou-se, também, que, na percepção dos entrevistados, a organização, ambiente deste convívio intercultural, tende a uniformizar tal diversidade, não atentando em suas decisões para a relevância das diferenças presentes dentro ou fora dos limites da organização. / Salvador

The two most prominent cultures that continue to have a defining influence on the socio-political developments in a multi-cutural South African society, are the Western and African cultures. Because of the differences between these two cultures and the respective roles members of each culture have played in the socio-political history of South Africa (especially with regard to the rise and fall of apartheid), conflict and alienation in most cases define the relationship between members of these cultures. Not only does it negatively impact on the multi-cultural society of South Africa as such, it also has far-reaching Implications for the continent as a whole, seeing that South Africa Is regarded as the economical and political powerhouse of Africa upon which are pinned the hopes of millions for a better life. As a result, the importance of reconciliation and unity in the multi-cultural South African society cannot be overemphasized. It is a Biblical imperative that all members of society should live together in peace and harmony. To this end, the church is commanded to serve the reconciliation of Christ to the world (2 Corinthians 5:11-21). One of the instruments to the dlsposal of the reformed churches in South Africa for the completion of this mission, is the liturgical song. The reformed liturgical song consists of poetry (text) and music (melody) which are woven together in such a way that the text of the song is carried directly into the heart of the singer or listener. The combined power of poetry and music provides the church with a powerful therapeutic and communicative instrument by which the truth of the gospel of Christ can effectively be proclaimed to the world. A closer look at the current situation in the multi-cultural South African society reveals that the reformed churches in South Africa (of both Western and African backgrounds) haven't as yet properly played their part in the attaining of reconciliation and unity in society. The central question for research in this study, therefore, is the following: In what way can the reformed liturgical song contribute to the attainment of the ideal of reconciliation and unity in the multi-cultural South African society? The research in this study is structured according to the model for Practical Theology that was developed by Zerfass (1974:164-177). This model entails that specific base theoretical principles are compared with meta-theoretical perspectives to eventually arrive at a theory of practice from which is derived a new set of practical guidelines. In Part 1 of this study, research centres around the base-theoretical principles with regard to culture, multi-culturality, reconciliation, unity, reformed worship and liturgical song, In Part 2 meta-theoretical perspectives are given with regard to culture and multi-culturality in South Africa, reconciliation and unity in the South African context, as well as reformed worship and the use of liturgical song in the multi-cultural South African society. In Part 3 a theory of practice is articulated in which a new set of practical guidelines for the use of the reformed liturgical song towards the attaining of reconciliation and unity in the multi-cultural South African society is given. Finally it is concluded that, with certain adjustments, the reformed liturgical song can effectively be used as an instrument for attaining reconciliation and unity in the multicultural South African society. / Thesis (Ph.D. (Liturgics))--North-West University, Potchefstroom Campus, 2007

Dans une époque marquée par les inquiétudes publiques sur les implications sociétales et environnementales des innovations technoscientifiques, l’enjeu de l’éducation scientifique est de préparer les citoyens à prendre une part active aux choix de société. Tandis que les Inquiry Based Science Education pénètrent les programmes d’enseignements de tous les pays, la généralisation de l’Education au Développement Durable signe l’intégration des enjeux du monde contemporain dans des enseignements problématisés. Dans ce contexte, la scolarisation des Questions Socialement Vives (QSV) place l'incertitude et la complexité au cœur des processus d'enseignement/apprentissage. À la croisée de la didactique des QSV et de la pédagogie numérique, cette thèse vise à documenter les modalités d’apprentissages collectifs de la participation démocratique aux expertises citoyennes de QSV Environnementales. Nous exploitons le potentiel des Environnements Numériques de Travail collaboratifs à élargir les communautés d’apprentissages au-delà des frontières géographiques et des cloisonnements disciplinaires. Nous analysons les évolutions de Raisonnements SocioScientifiques dans une perspective de Durabilité (RSSD) construits collectivement par de futurs enseignants en quatrième année de formation initiale issus de disciplines et institutions universitaires diverses en France et en Australie. L’originalité de ce travail réside dans la mise en relation des interactions socio-discursives avec les niveaux d’approfondissement des RSSD co-construits. Elle révèle l’intérêt majeur des dérangements socio-épistémologiques occasionnés par les rencontres interculturelles. / At a time marked by the public concerns about societal and environmental implications of technoscientific innovations, the purpose of science education is to prepare citizens to take active part on society choices. The generalisation of Education for Sustainable Development signs the integration of world contemporary stakes in problematized Scientific teaching while Inquiry Based Science Education penetrates curriculums of all countries. In such a context, the teaching of Socially Acute Questions (SAQs) incorporates uncertainty and complexity at the heart of the teaching and learning process. Environmental SAQs call for expertises that take stock of socio-ecological interactions at different scales, political and technoscientifical options, interests and values at play, connections between debated problems. At a crossroads of SAQs’ didactics and digital pedagogy, this thesis aims to document forms of collective learning of democratic involvement in citizen expertises of Environmental SAQs. We make use of Digital Work Environment potential to broaden community of learning beyond geographical boundaries and disciplinary compartmentalization. We scrutinize collective SocioScientific and Sustainability Reasoning (S3R) of students in their fourth year of a teacher education degree from different disciplines and Universities in France and Australia. The originality of this work lies in seeing together Socio-Discursive Interactions and improvements of S3R collectively built. It reveals the major interest of socio-epistemologic disturbance occasionned by cross-cultural meetings.

Submitted by PPG Ci?ncia da Computa??o (ppgcc@pucrs.br) on 2018-10-04T19:48:28Z No. of bitstreams: 1 Paulo_Ricardo_Knob_dis.pdf: 15412485 bytes, checksum: d5fc868fa02ec06b2e29e6848c4b37ae (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-10-08T14:18:54Z (GMT) No. of bitstreams: 1 Paulo_Ricardo_Knob_dis.pdf: 15412485 bytes, checksum: d5fc868fa02ec06b2e29e6848c4b37ae (MD5) / Made available in DSpace on 2018-10-08T14:37:58Z (GMT). No. of bitstreams: 1 Paulo_Ricardo_Knob_dis.pdf: 15412485 bytes, checksum: d5fc868fa02ec06b2e29e6848c4b37ae (MD5) Previous issue date: 2018-08-22 / A maioria das t?cnicas dispon?veis hoje em dia para simula??o de multid?es est? focada em uma situa??o espec?fica, por exemplo, evacua??o em eventos perigosos. Poucas t?cnicas consideram os aspectos culturais e de personalidade presentes em uma sociedade para determinar o comportamento dos agentes. Portanto, este trabalho tem como objetivo construir um framework capaz de lidar com diferentes teorias culturais e de personalidade como input, traduzindo-as em uma parametriza??o de grupo, que vai determinar o comportamento de grupos e multid?es em ambientes virtuais. Al?m disso, inclu?mos no BioCrowds uma resposta de conforto para os agentes, em termos de densidade e caracter?sticas t?rmicas do ambiente. Os resultados indicam que os mapeamentos culturais / psicol?gicos parecem promissores, uma vez que os agentes foram capazes de se comportar conforme o esperado. Al?m disso, os agentes foram capazes de reagir devido ao conforto t?rmico e de densidade, melhorando sua capacidade de reagir ?s mudan?as do ambiente. / Most of the techniques available nowadays for crowd simulation are focused on a specific situation, e.g. evacuation in hazardous events. Very few of them consider the cultural and personality aspects present in a society to determine the behavior of agents. Therefore, this work aims to build a framework able to deal with different cultural and personality theories as input, and translate them into a group parametrization, which is going to determine the behavior of groups and crowds in virtual environments. Also, we include in BioCrowds a comfort response for agents, in terms of density and thermal characteristics of the environment. Results indicate that the cultural/psychological mappings seem promising, since agents were able to perform as intended. Additionally, agents were able to react due to thermal and density comfort, improving their ability to react to environmental changes.

Thesis (Ph.D. (Liturgics))--North-West University, Potchefstroom Campus, 2007.

The two most prominent cultures that continue to have a defining influence on the socio-political developments in a multi-cutural South African society, are the Western and African cultures. Because of the differences between these two cultures and the respective roles members of each culture have played in the socio-political history of South Africa (especially with regard to the rise and fall of apartheid), conflict and alienation in most cases define the relationship between members of these cultures. Not only does it negatively impact on the multi-cultural society of South Africa as such, it also has far-reaching Implications for the continent as a whole, seeing that South Africa Is regarded as the economical and political powerhouse of Africa upon which are pinned the hopes of millions for a better life. As a result, the importance of reconciliation and unity in the multi-cultural South African society cannot be overemphasized. It is a Biblical imperative that all members of society should live together in peace and harmony. To this end, the church is commanded to serve the reconciliation of Christ to the world (2 Corinthians 5:11-21). One of the instruments to the dlsposal of the reformed churches in South Africa for the completion of this mission, is the liturgical song. The reformed liturgical song consists of poetry (text) and music (melody) which are woven together in such a way that the text of the song is carried directly into the heart of the singer or listener. The combined power of poetry and music provides the church with a powerful therapeutic and communicative instrument by which the truth of the gospel of Christ can effectively be proclaimed to the world. A closer look at the current situation in the multi-cultural South African society reveals that the reformed churches in South Africa (of both Western and African backgrounds) haven't as yet properly played their part in the attaining of reconciliation and unity in society. The central question for research in this study, therefore, is the following: In what way can the reformed liturgical song contribute to the attainment of the ideal of reconciliation and unity in the multi-cultural South African society? The research in this study is structured according to the model for Practical Theology that was developed by Zerfass (1974:164-177). This model entails that specific base theoretical principles are compared with meta-theoretical perspectives to eventually arrive at a theory of practice from which is derived a new set of practical guidelines. In Part 1 of this study, research centres around the base-theoretical principles with regard to culture, multi-culturality, reconciliation, unity, reformed worship and liturgical song, In Part 2 meta-theoretical perspectives are given with regard to culture and multi-culturality in South Africa, reconciliation and unity in the South African context, as well as reformed worship and the use of liturgical song in the multi-cultural South African society. In Part 3 a theory of practice is articulated in which a new set of practical guidelines for the use of the reformed liturgical song towards the attaining of reconciliation and unity in the multi-cultural South African society is given. Finally it is concluded that, with certain adjustments, the reformed liturgical song can effectively be used as an instrument for attaining reconciliation and unity in the multicultural South African society. / Thesis (Ph.D. (Liturgics))--North-West University, Potchefstroom Campus, 2007

Sur le fil invisible reliant la temporalité tridimensionnelle de l'ancestral, du présent et du devenir, se profilent les pas du compositeur. Parcours individuel, traversée sociale, épopée humaine, l'acte créatif émane des profondeurs du ressenti de l'être et des profondeurs de la collectivité sociale. Notre recherche se veut un voyage en vue d'une reconstitution du parcours du dire musical en tant qu'expression de l'être impliquant culturalité et subjectivité compositionnelles et aboutissant à l'œuvre musicale en tant qu'entité-signe. En consacrant notre réflexion aux musiques modales arabo-musulmanes de tradition orale, nous développerons dans ce cadre une théorie des strates englobant le processus compositionnel dans sa totalité en le considérant comme un processus préparé par une phase pré-œuvre, élaboré en une phase poïétique et aboutissant à l'émergence d'une entité-signe porteuse de sens. La phase pré-œuvre met à contribution les strates profondes, à savoir la strate psychoperceptive empreinte des composantes immatérielles du ressenti modal, la strate neuroesthétique impliquant les prédispositions génétiques et l'impact du milieu culturel pour une imprégnation modale et la strate d'appropriation du mode d'expression propre au langage modal. La phase poïétique s'articule ensuite autour de l'évolution des strates d'influence constituées d'une strate des facteurs motivationnels, d'une strate permettant l'acheminement vers une amorce de l'œuvre et d'une strate de transduction aboutissant à l'œuvre. Après l'étude de la phase pré-œuvre et de la phase poïétique, nous entreprendrons une analyse sémiotique de l'œuvre en tant qu'entité-signe porteuse d'une mosaïque de sens. / On the invisible thread connecting the three-dimensional temporality of the ancestral, the present and the becoming, the figure of the composer looms large. At once an individual trajectory, a social crossing, a human epic, the creative act emanates from the depths of the being and from those of the social community. This research aims to be like a journey where we seek to reconstitute the path of musical telling as an expression of the being, involving both the cultural and subjective dimensions of composition, and leading to the musical work as a sign-entity. In this framework, by devoting our reflection to Arab-Muslim modal music of the oral tradition, a theory of strata will be developed to include the totality of the compositional process considered as a process prepared by a pre-work phase, elaborated into a poietic phase and leading to the emergence of a meaningful sign-entity. The pre-work phase engages deep strata, namely the psychoperceptive stratum imprinted with the immaterial components of modal feeling, the neuroaesthetic stratum implying genetic predispositions and the importance of cultural environment for modal impregnation, and the stratum of the appropriation of the expressive mode specific to modal language. The poietic phase is then organised around the development of the affluence strata constituted by a stratum of motivational factors, a stratum enabling the progression towards the onset of a work and a transduction stratum leading to the work. After the study of the pre-work phase and the poietic phase, we undertake a semiotic analysis of the work as a sign-entity carrying a mosaic of meanings.

Text in Afrikaans / Die doel van die studie is om krities te besin oor die noodsaaklikheid van Fundamentele Andragogiek in die opleiding van onderwysers in 'n kontemporer-moderne wereld, ten einde aan te toon dat dosente beter toegerus vir hulle begeleidingstaak sal wees indien hulle oor kennis van Fundamentele Andragogiek beskik. HOOFSTUK EEN Die tema word ingelei deur titel- en begripsverheldering, probleemstelling, doelformulering, metodologiese verantwoording en programaankondiging. HOOFSTUK TWEE Fundamentele Andragogiek word antropologies-ontologies begrond, enkele grondvorme van menswees word beskryf en uitgele en aandag word gegee aan die hunkeringe van die onderwysstudent-in-opleiding as ageinsgebeure. HOOFSTUK DRIE 'n Snel veranderende wereld waarin onderwysersopleiding voltrek word, word ondersoek om vas te stel in watter mate snelle verandering 'n bedreiging vir die grondvorme van menswees inhou. HOOFSTUK VIER Die opleiding van onderwysers in 'n kontemporer-moderne RSA word ondersoek, om vas te stel watter eise en verwagtinge die Ministerie van Onderwys en Opleiding het. HOOFSTUK VYF 'n Terugskou word op die studie gedoen en en enkele toekomstake word ge'identifiseer. / The study aimed at reflecting critically on the need for Fundamental Andragogics in the training of teachers in a contemporary modern world. CHAPTER ONE The theme is introduced through clarification of the title and concepts, stating problems, goal setting, methodological justification and exposition of further programme. CHAPTER TWO Fundamental Andragogics is anthropologic-ontologically grounded. Some basic forms of being human are described and attention is given to the yearnings of the teacher trainee. CHAPTER THREE The rapidly changing world is researched in order to ascertain to what extent rapid change poses a threat to the basic forms of being human. CHAPTER FOUR The training of teachers in a contemporary modern RSA is researched in order to ascertain what the demands and expectations of the Ministry of Education and Training are. CHAPTER FIVE The study is viewed in retrospect and some future objectives for teacher training are identified. / Educational Studies / M. Ed. (Philosophy of Education)

Text in Afrikaans / Die doel van die studie is om krities te besin oor die noodsaaklikheid van Fundamentele Andragogiek in die opleiding van onderwysers in 'n kontemporer-moderne wereld, ten einde aan te toon dat dosente beter toegerus vir hulle begeleidingstaak sal wees indien hulle oor kennis van Fundamentele Andragogiek beskik. HOOFSTUK EEN Die tema word ingelei deur titel- en begripsverheldering, probleemstelling, doelformulering, metodologiese verantwoording en programaankondiging. HOOFSTUK TWEE Fundamentele Andragogiek word antropologies-ontologies begrond, enkele grondvorme van menswees word beskryf en uitgele en aandag word gegee aan die hunkeringe van die onderwysstudent-in-opleiding as ageinsgebeure. HOOFSTUK DRIE 'n Snel veranderende wereld waarin onderwysersopleiding voltrek word, word ondersoek om vas te stel in watter mate snelle verandering 'n bedreiging vir die grondvorme van menswees inhou. HOOFSTUK VIER Die opleiding van onderwysers in 'n kontemporer-moderne RSA word ondersoek, om vas te stel watter eise en verwagtinge die Ministerie van Onderwys en Opleiding het. HOOFSTUK VYF 'n Terugskou word op die studie gedoen en en enkele toekomstake word ge'identifiseer. / The study aimed at reflecting critically on the need for Fundamental Andragogics in the training of teachers in a contemporary modern world. CHAPTER ONE The theme is introduced through clarification of the title and concepts, stating problems, goal setting, methodological justification and exposition of further programme. CHAPTER TWO Fundamental Andragogics is anthropologic-ontologically grounded. Some basic forms of being human are described and attention is given to the yearnings of the teacher trainee. CHAPTER THREE The rapidly changing world is researched in order to ascertain to what extent rapid change poses a threat to the basic forms of being human. CHAPTER FOUR The training of teachers in a contemporary modern RSA is researched in order to ascertain what the demands and expectations of the Ministry of Education and Training are. CHAPTER FIVE The study is viewed in retrospect and some future objectives for teacher training are identified. / Educational Studies / M. Ed. (Philosophy of Education)